CHALLENGES OF THE SCHOOL INCLUSION OF THE TARGET PUBLIC OF SPECIAL EDUCATION IN THE MUNICIPAL SCHOOLS OF THE CITY OF ALFENAS MG

This article seeks to report the challenges encountered by support teachers in the school environment (PAAE) and Specialized Educational Assistance (AEE) teachers, with the aim of verifying how the process of inclusion of students in Education has been carried out. Special in basic education, especially in Elementary School I, of municipal schools in the city of Alfenas-MG. In order to carry out this study, a field survey was carried out, with a qualitative bias, using interviews and questionnaires as data collection methods. Teachers (n=20) participated in the study, among PAAE and AEE teachers distributed in five municipal schools in the city of Alfenas-MG. Content analysis enabled the identification of three thematic categories: 1. Lack of resources to care for students with disabilities; 2. Lack of support and non-acceptance from the family; 3. The unpreparedness of education professionals to assist students with disabilities. The research showed that even with so many laws in favor of Inclusive Education, we are still faced with barriers that permeate the reality of school institutions, which permeate the pedagogical, but which still require actions that expand resources to accessibility so that, In fact, the process of schooling students with disabilities can be more equitable.