Schools play an important role in developing critical, self-aware, proactive, and
inclusive citizens. Inclusion, as both an action and a value, is a key theme in basic
education institutions due to the experiences and interactions that take place over at
least 12 years in this environment. Discussing inclusion is essential for naturally
fostering respect, self-awareness, and the ability to address the specificities of others,
whether related to their abilities or limitations. Regarding individuals with disabilities,
school inclusion primarily occurs through special education, which is implemented by
the public educational system through various instances and diverse instruments, one
of which is the Specialized Educational Service (AEE). Given the current scenario,
along with the expansion and increasing complexity of this student population, there is
an urgent need for training programs for professionals working directly in the Resource
Rooms (SRMs) that provide AEE. Therefore, the general objective of this research is
"to identify the training needs of teachers working in AEE within the public education
system of the municipality of Manaus." This study is classified as applied research with
a qualitative approach, employing a case study methodology. It focuses on teachers
working in SRMs within the public school system (SEMED-MAO and SEDUC-AM).
Considering the complexity of the research, particularly within the institutional
management of SRMs, and given its exploratory nature, a snowball sampling method
was employed, allowing participants to voluntarily join the study. Initially, a
Conversation Circle was conducted with teachers working in AEE in the state of
Amazonas, centered on the theme: "Teacher Dialogues about the Formative Needs in
an Inclusive Context." Subsequently, a semi-structured questionnaire, designed in
Google Forms, was sent via email to the meeting participants. The questionnaire aimed
to contextualize the research objectives, addressing the operation of AEE, teachers'
relationships with their pedagogical practices, and their training needs in light of the
inclusive education process. From the responses, several training gaps were identified,
with pedagogical work related to global developmental disorders emerging as a major
concern. This demand was ultimately addressed in the educational product developed
in this study. The educational product consisted of a pedagogical workshop titled
"Pedagogical Proposals for Teaching Work in the Context of Pervasive Developmental
Disorders," designed for AEE teachers. During the product validation process, the
results highlighted its relevance to the target audience, particularly in terms of content
comprehension and the significance of the topics covered. The study concluded that,
given the complexity of inclusive education and the professional development needs
of AEE teachers, initiatives must be undertaken to enhance pedagogical practices.
These efforts are essential for strengthening the school inclusion process for students
with disabilities.
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