A política pública de atendimento educacional especializado na capital alagoana (2009-2020)

Abstract

This research has as its object of study the Specialized Educational Service (AEE) in public schools in the municipal education network in Maceió, in the state of Alagoas, from 2009 to 2020. The time frame was based on Resolution nº4/2009 which established the Operational Guidelines for AEE in Basic Education and unfolds until 2020, the year of the Covid-19 pandemic and the review of the National Policy on Special Education from the Perspective of Inclusive Education (PNEEPEI). Its objective is to understand the challenges, limits and possibilities of this service in relation to the actions of school managers and teachers. The specific objectives that guided it are: analyzing the monitoring and evaluation of AEE actions; reflect on the relevance of access and retention of students with special educational needs in public schools in the capital of Alagoas; analyze the advances, struggles, obstacles, and setbacks of PNEEPEI in the federal government; analyze data on Specialized Educational Assistance in the public municipal education network in Maceió. The theoretical framework is based on studies and research on State, Society and public policies, highlighting Höfling (2001), Bobbio, Matteucci and Pasquino (1998), Arendt (2002), Sechi (2012); studies on educational policy Neves (2005; 2008); Libâneo, Oliveira and Toschi (2007), Santos (2014); and educational policies for Special Education (2010), Bueno (1993), Carvalho (2010), Fumes and Barbosa (2018). Methodologically, this study is configured as qualitative research based on a case study, from the perspective of Yin (2015). For data collection, it uses documentary analysis of official texts from the federal, state and municipal spheres on special education and semi-structured interviews with 8 (eight) school managers; 8 (eight) teachers from the multifunctional resource room; and application of a questionnaire coordinated by the Department of Special Education (DEE/SEMED). The organization and interpretation of data is based on Bardin's Content Analysis (2011), with access and permanence and specialized educational services as analytical categories. The results show that the AEE public policy in the capital of Alagoas promoted an increase in the number of enrollments in municipal public schools in the period analyzed; the challenges refer to children remaining at school; the limits are limited to continuing training, the school and family relationship and the lack of qualified professionals; The possibilities stand out in the attempts to propose an inclusive school, with perspectives of welcoming differences and guaranteeing the right to education, as recommended by legal provisions.