O trabalho docente no atendimento educacional especializado no ensino fundamental I das escolas estaduais de Uberlândia (MG)

Abstract

Introduction: Access to Specialized Educational Services (AEE) represents one of the main challenges faced by Inclusive Education in Brazil. Despite legal and institutional advances, the realization of this right still encounters obstacles ranging from structural issues, such as the lack of building accessibility in some regions, to human and organizational aspects, such as teacher training, lack of professional recognition, and the fragility of public inclusion policies. Objective: This research aimed to analyze the sociodemographic profile of teachers working in AEE in Basic Education in the first phase of elementary school in state schools in Uberlândia (MG), as well as to understand their perceptions of their work in the context of the teaching-learning process. Methodology: This research was developed in two complementary methodological stages. The first consisted of a qualitative study, with a descriptive and exploratory focus, using integrative literature review as a methodological strategy. The second stage was exploratory and observational/descriptive in nature, and was carried out in state schools in the municipality of Uberlândia (MG) that offer Specialized Educational Services aimed at the first phase of Elementary School I. In this phase, data collection was carried out through the application of a self-administered sociodemographic questionnaire, directed at teachers working in the context of Specialized Educational Services. The instrument consisted of objective and subjective questions, addressing topics such as: Teacher training and capacity building in Inclusive Education; Working hours and salary conditions; Access to Information and Communication Technology (ICT) resources; Physical structure of the institutions (architectural accessibility); Perceptions about public policies and institutional support. Results: Two articles were included in the Integrative Review, totaling 8 articles found through data collection, which revealed educational inclusion as an important theme in the national context and that the reality of inclusive education in educational institutions at all educational levels still demands special attention. The field research, through a study conducted with 89 questionnaires applied to teachers (Annex I, page 68), revealed progress and challenges. It is still necessary to overcome accessibility, attitudinal, architectural, and other barriers that hinder the inclusion process of students with disabilities and other special needs in teaching and learning. Conclusion: This dissertation is presented as an Equivalent Work, resulting in two articles. The first, entitled "Educational Institutions - The Reality of Inclusive Education in Brazil in Specialized Educational Services: An Integrative Review," was published in the indexed journal REASE, edition v.10 n.5, Ibero-American Journal of Humanities, Sciences and Education, ISSN 2675–3375, Qualis B3. The second, the field research, is titled "Teachers' Work in Specialized Educational Services in Elementary School I of State Schools in Uberlândia (MG)." Both studies point to the need to improve public policies for Specialized Educational Services (AEE), considering the experiences and observations of teachers. There is a need for salary updates, improved technologies and teaching materials, investment in subsidies for continuing academic education, and multidisciplinary support. It is hoped that the data obtained can inform planning strategies, promoting equity in AEE. Keywords: Education; Inclusion; Specialized Services.