Práticas pedagógicas docentes no atendimento educacional especializado (AEE) e na sala regular: um estudo sobre a potencialidade dessa interface

Abstract

The work presents a bibliographical academic productions analysis carried out in the Google Scholar databases, from 2020 to 2022. This is a bibliographical review to discuss the interface between Specialized Educational Services and the regular classroom. As a problem: What does academic production have regarding the relationships established between the interface of teachers in specialized educational services and teachers in the regular classroom, in order to raise methodological paths for teaching and learning for target students in special education?The general objective is to analyze academic work approaching the interface between AEE teachers and regular classroom teachers. Methodological procedures, 8 descriptors were established in Portuguese indexed in the Google Scholar databases, namely: 1) special education; 2) inclusive education; 3) specialized educational service; 4) multifunctional resource room; 5) interface; 6) AEE classrooms and regular education classrooms; 7) ESA room and regular room interface; 8) AEE teacher and regular classroom teacher. The results allowed us to understand the methodological paths currently discussed and their state of the art regarding the conceptions and pedagogical practices that occur in the dialogue between SRM and regular classroom teachers, showing that: AEE, as an inclusion policy, is challenged to fulfill its role amid the increasingly strong presence of heterogeneous classes in common classrooms and, how the dialogue between the two rooms enhances pedagogical practices.