O lugar do Atendimento Educacional Especializado nas práticas culturais de escolarização em contextos de inclusão escolar

Abstract

This paper problematizes the contradiction between the concepts of transversality of Special Education and complementarity/supplementarity of Specialized Education Service (SES) in schooling the target audience of Special Education. We took as object of discussion the guidelines of the special education policy, studies on cultural practices of schooling and school experiences of conceptual elaboration in the SES and the common classroom. The work results from studies of the schooling Observatory of students with intellectual disabilities in municipal education networks of two Brazilian states (Santa Catarina and Rio de Janeiro). These studies have shown a school model with cultural practices of schooling marked by dichotomized school space and time, which standardizes the teaching work, defines relationships of teaching and learning and distances the work of the SES teacher in the common classroom. In one space the work is organized with the use of resources, and in the other with the content. One favors specific activities to the needs of the students, and the other inserts in a common space, without differences in treatment, methodologies and resources. With no connection between them, the understanding of schooling is reduced to instrumentation and content, meanings produced both by politics and culture and translated into the curriculum. Given this model, we inquire about the effective conditions of the SES acting as complementary or supplementary in relation to the cultural practices of schooling and, in addition, about the possibilities of constituting converging spaces of education between the SES and the common classroom for the elaboration of concepts.