O atendimento educacional especializado na educação infantil: significações e práticas pedagógicas no contexto amazônico

Abstract

This study aimed to understand Specialized Educational Support (AEE) in Early Childhood Education, based on the meanings attributed by educators to their inclusive pedagogical practices within the Amazonian context. The research stems from the recognition that, although there have been normative advances in the field of Inclusive Education, gaps still remain regarding the clarity of professional roles, the absence of methodological frameworks, and the distance between public policies and the pedagogical practices effectively developed in daycare centers. The study was characterized as qualitative research, grounded in the socio-historical perspective anchored in historical-dialectical materialism, using the analysis of meaning nuclei as a methodological procedure to apprehend the senses and meanings produced by educators about AEE in Early Childhood Education. The study considered the social, historical, and institutional interactions that permeate the organization of specialized support in the investigated context. The results showed that, despite advances in the inclusion process, there is still a mismatch in the implementation of AEE in Early Childhood Education, especially regarding the articulation between public policies and school practices. At the same time, educators demonstrate openness to learning, experimenting, and re-signifying their practices, recognizing daycare centers as spaces of possibilities, challenges, and the continuous construction of inclusion. In this scenario, childhood and disability come to be understood in a broader, relational, and contextualized way. As a contribution of the research, an educational resource was developed in the form of a blog entitled “Guide to Practical Pedagogical Activities in the Context of Early Childhood Education in Daycare Centers,” which serves as a support tool for the continuing education of educators, strengthening the incorporation of digital technologies and promoting research within teaching praxis itself, with a view toward professional autonomy and protagonism.