Trabalho docente e o atendimento educacional especializado na revisão integrativa: sentidos, práticas e desafios

Abstract

Among sayings, silences and meanings produced in the context of graduate studies, this thesis emerges as an exercise of reading and reflection on the paths of special education in the perspective of inclusion in the light of teaching work. This doctoral thesis in education entitled "TEACHING WORK AND SPECIALIZED EDUCATIONAL SERVICE IN INTEGRATIVE REVIEW: MEANINGS, PRACTICES AND CHALLENGE" is linked to the research line Work, Society and Education, being part of the Graduate Program in Education (PPGED) of the Faculty of Education of the Federal University of Uberlândia (UFU). The general objective of the research is: To analyze what the dissertations show about the work and teaching practices from the perspective of inclusive special education, as well as the repercussions of the Specialized Educational Service (SES) for the enhancement of the teaching and learning processes of students with disabilities. The specific objectives were: To analyze how the offer and organization of SES in Multifunctional Resource Rooms (SRM) is configured and its repercussions on the teaching of students with disabilities; understand the teaching work and educational practices developed in SES in the light of the perspective of special education; problematize the impact – or lack thereof – of SRM within the scope of SES and on the integral development of students with disabilities. It is research with a theoretical, critical and reflective approach to the construction of a qualitative debate, whose method selected was the integrative literature review. This research method allows the search, critical evaluation and synthesis of the available studies on the investigated theme (Mendes; Silveira; Galvão, 2008; Whittemore; Knalf, 2005), enabling the inclusion of studies with various methodologies, such as theoretical and empirical, quantitative and qualitative research (Souza; Silva; Carvalho, 2010; Rodrigues; Sachinski; Martins, 2022). This research is based on the theoretical discussion addressed by the authors: Freire (1996); Mendes (2014); Marx (1985); Zerbato (2018); Saviani (2018); Pasian (2024); Pletsch (2009); Fantacini (2025), Michels (2017); among other authors who corroborate the discussion regarding special education, teacher training and the relationship between work and education. The thesis argues that, although the effectiveness of special education and inclusion faces significant structural barriers – manifested in the gaps in teacher training, in the scarcity of resources and in the precariousness of work, SES is configured as a powerful service for enhancing the teaching and learning processes. As evidenced in the academic production analyzed, SES, while enabling contradictory pedagogical mediation and expanding possibilities for access, retention, and learning for students with disabilities, have their effectiveness strained by material conditions, the fragmentation of pedagogical work, insufficient teacher training, and the logic of precariousness that permeates the organization of educational work in public schools. The synthesis of the research outlines that, despite the challenges, SES is an indispensable service to promote possibilities of equity, enabling teaching actions and practices, based on special education, inclusion and the integral development of students with disabilities.