Specialized Educational Service: articulation between SES teacher, the common room and the PAEE student`s family in two Public Schools of the Municipality of Parintins (AM)

Abstract

Inclusive education is a social and educational movement recognized worldwide, based on respect for differences and appreciation of human diversity. The article aims to know how the Specialized Educational Assistance works, carried out in the SRM to assist the target audience of special education students in the municipality of Parintins (AM). Based on these assumptions, the participation of teachers was analyzed, considering two categories: articulation between AEE teacher and common room and articulation between teachers (AEE and common room) with the PAEE student's family. Descriptive research, with a qualitative approach and has a semi-structured interview for the participating teachers. In this path, the results indicate that although the teachers recognize the importance and need for the partnership, the articulation happens, but in an unsatisfactory way, but they try to readjust with the schedules, there is the political pedagogical project of the school, but it needs to be done a collective planning that fits the reality of the school context. It was also found that sometimes there is a lack of interactivity between teachers and the PAEE student's family, which somehow does not elucidate the student's learning. Therefore, the way in which the AEE is organized in the SRM, presents a work that still needs to be shaped to reach a good development. We understand that this guarantee of the effectiveness of this articulation does not only pervade the role of the teacher and the family, but rather needs support and a more effective and insightful performance of all the actors responsible for inclusion, especially the managers, establishing a collaborative work and articulated between teachers and the school community and ensuring that inclusion is really consolidated in the education system.