Educação inclusiva no Município de Maceió - AL: um recorte sobre o atendimento educacional especializado

Abstract

This article investigates the challenges and practices of professionals in Specialized Educational Services (SES) in promoting school inclusion in the public school system of Maceió. Based on current Brazilian legislation, such as the Brazilian Inclusion Law and CNE/CEB Resolution nº 4/2009, the study adopts a qualitative, exploratory descriptive approach. The methodology integrated the documentary analysis of microdata from the 2024 School Census and the application of questionnaires to teachers in the area, whose data were processed through Content Analysis. In the qualitative dimension, four central categories emerged: training, challenges, pedagogical strategies and evaluation. The results indicate that, although teachers have advanced qualifications, continuing education remains a gap that is mainly filled by their own resources. Among the obstacles, the precariousness of technological resources in the Multifunctional Resource Room (MRR), the fragility in collaborative work with regular education, and the complex family involvement stand out. Conversely, the use of effective strategies, such as curricular adaptations and the Individualized Service Plan (ISP), was identified, which promoted advances in student autonomy and socialization. It is concluded that, despite the technical engagement of teachers, guaranteeing educational equity requires robust investments in infrastructure and in valuing the teaching profession, going beyond enrolment to ensure retention and quality learning.