Desafios da docência no Atendimento Educacional Especializado: entre o planejado e o executado a partir das experiências de pibidianas da UNIFAP – Campus Binacional

Abstract

The present study addresses the challenges of teaching in Specialized Educational Assistance (SEA) within the context of inclusive Special Education. The general objective of this study is to analyze the main challenges faced by SEA teachers and their implications for pedagogical planning, the execution of activities, and students’ development. The research is justified by the need to understand the gaps between legal guidelines, theoretical frameworks, and the daily practices experienced in SEA classrooms. The guiding research question is: what challenges emerge in the teaching practice of Specialized Educational Assistance, and how do they influence pedagogical planning and practice? Methodologically, this is a qualitative study of a bibliographic nature, characterized as action research, developed from experiences and observations carried out during participation in the Institutional Teaching Initiation Scholarship Program (PIBID). The study is grounded in the theoretical contributions of Mantoan (2003), Lima (2016), Santo et al. (2020), and Fávero et al. (2024), as well as legal documents that guide Special Education. The results indicate that SEA is essential for educational inclusion; however, its effectiveness depends on teacher training, public policies, adequate resources, and articulation among the school, family, and educational professionals.