Políticas Públicas de Educação Inclusiva: desafios da formação docente para o atendimento educacional especializado (AEE) na rede municipal de ensino de Abaetetuba/Pá

Abstract

This study chose as object the Public Policies of Inclusive Education and the challenges of teacher education for the specialized educational service (ESA). Its main objective was to characterize the implementation of the National Policy of Special Education in the perspective of Inclusive Education in the Municipal Network of Education in Abaetetuba / PA, which was developed to: identify and analyze the legal provisions regarding the special education modality built within the municipal education network of the municipality of Abaetetuba; To identify the actions of inclusive education implemented in said network of education from the constituted devices and to analyze the initial and continued formation of full-time teachers in the Multifunctional Resource Rooms (SRM), as well as the reflections of this training in the Specialized Educational Assistance (AEE) of Special education public school students. The methodology is based on the qualitative approach, involving bibliographical and field research. Data collection included statistical surveys of the education network, including the search for official documents; Application of a questionnaire to thirty-four teachers filled in the Multifunctional Resource Room of the schools of the education network and semi-structured interview the Coordination of the Sector of Special Education and to three Teachers who work in the EEE in distinct educational realities (city, Islands and Roads /). For the analysis of the data the Franco Content Analysis methodology (2012) was adopted, which allows to consider the material collected, contextualizing it. In this study the theoretical reference of authors such as Freire (1986), Mantoan (2006), Prieto (2006), Silva (2008), Tardif (2014), Baptista (2011), Oliveira (2002), Damasceno), Ferreira (2003), among other authors and official documents on the subject. It can be seen that the municipal education network in Abaetetuba is gradually structuring the construction of public policies of special education focused on the inclusive perspective. It was verified that although there are formative actions for the teachers of the special education, these occur sporadically, light and transit in the superficiality, these actions do not translate into a well defined effective policy of formation and are not enough to attend the training needs Of the professionals facing the broad demands of their performance and the current challenges of the pedagogical work, in the specialized educational service. It is concluded, emphasizing the importance of public policies directed towards inclusive education, as well as policies of continuous formation for the concretization and consolidation of inclusion.