O funcionamento do Atendimento Educacional Especializado em escolas públicas do município de Parintins/AM

Abstract

The Inclusive Education is a social and educational movement disseminated and recognized worldwide, and grounds its basis in respect to differences and in the valorization of the human diversity. Brazil has several legal documents about the defense and promotion of the school inclusion, in the teaching systems, the students` target audience of the special education that guarantees the access, the permanence, and participation, in between, the offering of Specialization Education Attendance (SEA). Otherwise, it is not enough only the existence of these legal resources, but it is foremost that the legitimation occurs in practice in an effective way. For this, the purpose of this study aims to know, the work of the Special Education Attendance, accomplished in the Multifunctional Resources Classroom (MRC) to the students` target audience attendance of the special education in the municipality of Parintins/AM. Thus, to reach it out was analyzed the participant teachers` narratives in three categories of analyses: (i) articulation between SEA teacher and common classroom; (ii) articulation between teachers (SEA and common classroom) with student`s family; (iii) production and adaptation of pedagogical/teaching materials to the students from SEA in the MRC. It is research of descriptive nature and a qualitative approach. The locus to data collection were two Schools from the State system with MRC in operation that receives Secondary School students of the municipality. For data collection was used a semi-structured interview framework to teachers of the MRC and the common classroom. The data researched by the thematic content analysis. The results show that in spite of the teachers recognize the importance and the partnership need, the articulation occurs, however timidly, a little satisfactory, it goes at a slow pace by factors such as the incompatibility of timetable and as consequence the absence of group planning and lack of qualification. In this way, the articulation between these teachers with the family, proved unsatisfactory, giving the family the responsibility for the child`s failure to learn, by the simple fact of not monitoring the activities that go to school. About the development of activities to SEA in the MRC by teachers, it was observed that they developed, executed the SEA Planning with due definition of the schedule and the students` attendance activities according to what the Resolution nº 4/2009 recommends. Although, the resources and teaching materials sent by MEC to the organization of the classrooms, depending on the level of the student`s teaching, don`t attend the teachers` and students` needs, because they become outdated. Therefore, the SEA organized in the MRC has not played a major role, according to its function. The Public Politics aimed to special education need to offer this service with conditions to guarantee the collaborative and articulated work between the teachers and school community so essential to the inclusion process of the target subjects from the special education.