PUBLIC INCLUSION POLICIES IN THE CONTEXT OF SPECIALIZED EDUCATIONAL SERVICE (AEE): BETWEEN THEORY AND PRACTICE - A STUDY CARRIED OUT AT TEACHER SEBASTIÃO AUGUSTO LOUREIRO FIHO STATE SCHOOL, MANAUS-AM / BRAZIL

Abstract

The research had as general objective to analyze how public policies of inclusion - with regard to Specialized Educational Care (AEE) - are put into practice in the care of pcd students of high school professor Sebastiao Augusto Loureiro Filho, manaus municipality - Amazonas State, Brazil. The research aimed to bring a theoretical discursion on the legislation that guide how the process of inclusion of PCD students in regular public education should occur in practice. We also sought to show how the teachers of the researched school are familiar with the legal basis and what is happening, in practice, in the unit investigated. The research was 07 (seven) high school teachers who were willing to participate in the research, from the subjects of Portuguese Language, Mathematics, Biology, Chemistry, Physics, Physical Education and English Language. The descriptors of the dissertation were: Special Education; Specialized Educational Service High School, which portrays the qualitative research approach, in which the dialectical method is taken in the conduction of this article, whose objective was to make a dynamic relationship between the subject and the object in the process of knowledge, and to value the observed and the observer, the whole and the part.  Data were collected between February and May 2020. The results showed that, although teachers understand the concept of school inclusion, the School Unit itself has few resources to care for high school students who need Specialized Educational Care (ESA).