Atendimento educacional especializado na educação de jovens e adultos: entre invisibilidades, apagamentos e resistências

Abstract

This research sought to understand how Specialized Educational Support (AEE) has been structured and discussed within Youth and Adult Education (EJA) in the Brazilian school context. The study aimed to analyze scientific literature regarding AEE in EJA from 2015 to 2025. Methodologically, this was a qualitative study of a bibliographic and documentary nature, conducted by mapping scientific output available on the CAPES Journal Portal. Ten articles addressing the intersection of Special Education and EJA were selected and analyzed based on pre-established inclusion and exclusion criteria. The results revealed a scarcity of studies on the subject, the persistence of processes that render students targeted by Special Education in EJA invisible or erased, weak coordination between public policies and pedagogical practices, and the enduring presence of welfare-oriented and infantilizing perspectives. However, the analyzed literature points to possibilities for strengthening inclusive education through teacher training, curricular flexibility, collaborative work between EJA and AEE professionals, and expanded research on the topic. The study concludes that realizing the right to inclusive education in EJA requires greater academic visibility, the strengthening of public policies, and pedagogical practices committed to the participation, autonomy, and dignity of the individuals involved.