O centro de referência em educação especial e inclusiva (CREI), da superintendência regional de ensino de janaúba: entre barreiras e possibilidades

Abstract

Considering the importance of reflecting on the inclusion of special education students in schools, this study proposes to understand the barriers and possibilities of the implementation process of the Reference Center for Inclusive Special Education (CREI) at SRE Janaúba, focusing on the performance and training of teachers to promote quality inclusive education, ensuring equitable access to teaching. The general objective is to identify the main barriers and possibilities in the CREI implementation and implementation process. The specific objectives include: characterizing the performance of its centers; analyze possible barriers in the implementation and implementation process; propose actions and strategies to solve the identified problems, through the elaboration of an Educational Action Plan (PAE). In the research, the special education policy is described, addressing the organization of the SRE, the description of the CREI and information inherent to its implementation and implementation process. To collect the evidence, contextual data from CREI was used, such as records of meetings, visits carried out, courses offered and support materials prepared. These data indicate barriers, such as the difficulty in hiring professionals for CREI, the low coverage of schools provided with training for professionals and the lack of hiring an Occupational Therapist. The theoretical framework covers aspects of inclusive special education, focusing on the challenges of teacher training, intrasectorality in school management and the importance of pedagogical planning as a continuous and collaborative tool. These reflections are based on authors such as Silva, Quintanilha and Araújo (2022), among others. As a methodological proposal, the research includes semi-structured interviews with professionals who work at CREI and with the Basic Education Analyst of the Inclusion Support Service (SAI) of SRE, in addition to the application of questionnaires to Basic Education Specialists (EEB) of the schools served. The analysis of the information allowed us to understand the dynamics of CREI's operations and the main factors that hinder or enhance its educational impact. The results showed that, although CREI plays an essential role in training teachers and providing technical-pedagogical support to schools, its action is limited by challenges, such as insufficient human resources, lack of adapted materials, logistical barriers and low coverage in the provision of continuing education. On the other hand, the research identified promising possibilities, such as strengthening collaboration between CREI and schools and expanding hybrid training strategies to overcome logistical barriers. These aspects reveal ways to consolidate CREI as a reference in inclusive practices. Based on these results, a PAE was prepared that proposes strategies such as: the development of accessible teaching materials, the implementation of awareness campaigns to strengthen inclusive culture and continuous support for curricular adaptation in schools. These actions aim to strengthen the effectiveness of CREI's actions and reaffirm the commitment to building inclusive, sustainable and equitable education.