Relações entre profissionais do Atendimento Educacional Especializado (AEE) e professores da sala regular na inclusão de pessoas com deficiência na sala de aula de EJA.

Abstract

Historically, the educational system belonged only to equals, including young adults and the elderly, as well as people with disabilities, led to reflections that drive the reformulation of educational practices, curricular proposals and, above all, public policies. This qualitative case study sought to analyze the construction of inclusive educational practices in EJA from the articulation between professionals involved (class teacher, AEE teacher, AEE assistant) in a municipal school in Recife and, weaving the relationship of these practices with the directions proposed in the documents “Teaching Policy of the Municipal Network of Recife, Youth and Adult Education and the decree of Law n 36.306”. In this context, we made use of documentary analysis and semi-structured interviews as data collection instruments, thus, we perceive the emptying of educational policies when related to the daily school life and the recurrent speech of the research participants about the lack of moments of interaction between the educational practices studied, in addition to the lack of continuing education for the professionals who make up the school institutions.