Inclusion Beyond Discourse: Teacher Accounts of the Work Between Special Educational Assistance and the Regular Classroom
The research investigates reports from educators working in Special Educational Assistance (AEE) and regular classrooms, exploring the relationship between these two environments. Positive aspects were identified, such as the strengthening of the bond between teachers and students in the AEE, especi...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2025 |
| País: | Brasil |
| Institución: | Universidade Nove de Julho (UNINOVE) |
| Repositorio: | Revista Dialogia (São Paulo. Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.periodicos.uninove.br:article/28320 |
| Acceso en línea: | https://periodicos.uninove.br/dialogia/article/view/28320 |
| Access Level: | acceso abierto |
| Palabra clave: | Atendimento Educacional Especializado (AEE) ensino regular didática inclusão Special Educational Assistance (AEE) regular education didactics inclusion |
| Sumario: | The research investigates reports from educators working in Special Educational Assistance (AEE) and regular classrooms, exploring the relationship between these two environments. Positive aspects were identified, such as the strengthening of the bond between teachers and students in the AEE, especially when there is identification with their experiences, and the use of playful pedagogical approaches that promote student engagement. However, challenges were also pointed out, such as lack of accessibility, difficulties in collaboration between AEE and regular classroom teachers, and the need for adjustments in teaching practices. The research concludes that the interaction between AEE and regular classrooms becomes more effective with dynamic approaches and emphasizes the importance of pedagogical strategies that promote equality in learning. |
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