Escola, espaço e inclusão: um estudo de caso sobre o atendimento educacional especializado da Escola Estadual Antônio Carlos na cidade de Juiz de Fora (Minas Gerais)

Abstract

-This study consists of an applied case study with a qualitative approach and descriptive nature, conducted at the Antônio Carlos State School in Juiz de Fora, Minas Gerais, Brazil. Its central theme is special education from an inclusive perspective, focusing on the role of school management in improving Specialized Educational Services (AEE). Set against the backdrop of a significant increase in special education enrollments between 2019 and 2024, the investigation analyzes how physical structure, teaching practices, professional training, and pedagogical organization influence school inclusion. The guiding research question is: What actions can be developed by school management to improve AEE in this institution? The general objective is to suggest actions for school management to enhance teaching practices in special education within an inclusive education perspective at this state school. To achieve this, three specific objectives were established: to describe the scenario of school inclusion in the institution; to analyze the potential and limitations of existing inclusive practices; and to propose concrete management guidelines to improve specialized services. The theoretical framework engages with renowned authors in the field, such as Mantoan (2002, 2006, 2015), Sassaki (2007, 2010), Glat (2007, 2012, 2013), and Pletsch (2012, 2014), who understand inclusion as a continuous process linked to pedagogical, structural, and cultural transformations. It is also grounded in legal frameworks such as the Federal Constitution (1988), the Law of Guidelines and Bases for National Education (1996), the Brazilian Inclusion Law (2015), the National Education Plan (2014-2024), the National Policy on Special Education from an Inclusive Perspective (2008, 2025), and the SEE-MG Resolution No. 4,256/2020, emphasizing inclusion as both a right and an institutional duty. The methodology comprises bibliographical and documentary research, questionnaire administration, and a focus group discussion (conversation circle) with teachers from different educational segments. The data were analyzed through the dialectical methodology of Prodanov and Freitas (2013) and qualitative research analysis according to Flick (2009). The research reveals an increase in special education enrollments, progress in physical accessibility, the operation of the Multifunctional Resource Room (SRM) and the AEE at the school, as well as insights on teacher training, material adaptation, time allocation for collaborative planning, and the use of the Individualized Development Plan (PDI). The resulting Educational Action Plan (PAE) proposes actions categorized into three analytical dimensions: teacher training; PDI and curricular adaptation; and planning and management.