Atendimento educacional especializado no sistema comum de ensino: história, organização e operacionalização

Abstract

The general purpose of the research was to analyze the offer regarding specialized educational assistance by common education system, taking into consideration the organization and operationalization of the referred service in regular classrooms and the ones with multifunctional resources, bearing in mind the appropriation of knowledge and the students’ right of education guarantee associated to the special education category. The research is based on the historic-dialectic materialism, which substantiates the historic-cultural psychology and the historic-critical pedagogy and allows the comprehension of issues related to human development and the school’s social function. Data was produced through semi structured interviews with the special education coordinators/managers in the Metropolitan Region of the city of Vitória. Results indicate that the special educational service/attendance at the collaborative work and the afterschool activities need to be seen by those professionals as a proposal that must be fully carried out at regular schools, aiming at learning possibilities, knowledge appropriation and human emancipation. In this sense, the praxis is emerged as a propositional action of this service, since it is consisted of a conscious action, theoretically reasoned and that assumes the transformation of the school inclusion proposal of disabled students, global development disorders and giftedness. To this end, the results highlight that the specialized educational assistance must be based on an educational proposal attenting to the learning and human development of students linked to the special education modality. The study shows that the participation of students linked to the special education modality in regular school is an indispensable condition for their emancipation and human formation. In addition, we highlight that the appropriation of theoretical, historical and political knowledge of special education by coordinators/managers of the investigated networks emerges as an essential condition for the school inclusion of these students to be effective, considering the offer, organization and operation of the specialized educational assistance, not substitutive, through collaborative work in the shift and its realization in the countershift.