SPECIALIZED EDUCATIONAL SERVICES IN BRAZILIAN PUBLIC SCHOOLS: POSSIBILITIES, CHALLENGES, AND PATHS TO INCLUSION

Abstract

This article presents Specialized Educational Services (SES) in the context of Brazilian public schools, considering its normative foundations, its pedagogical nature, and the challenges and possibilities of its implementation from the perspective of inclusive education. It starts from the recognition that, although SES is consolidated in the legal system as an educational right and an instrument for promoting equity, its effectiveness in daily school life depends on structural, formative, and institutional conditions. Methodologically, this is a qualitative, exploratory, and descriptive research, based on documentary and bibliographic analysis, using the content analysis proposed by Bardin (2011). The analytical corpus comprises national and international legal frameworks, as well as relevant theoretical productions on inclusive education. The results show that SES is configured as a complementary or supplementary pedagogical service to mainstream education, aimed at eliminating barriers to learning and participation, but its implementation is still marked by weaknesses, especially regarding teacher training, infrastructure, collaborative work, and intersectoral articulation. The discussion points out that the effectiveness of Specialized Educational Services (AEE) depends on its integration into the school's political-pedagogical project, the strengthening of collaborative practices, and the adoption of inclusive pedagogical strategies, such as curricular adaptations and the use of assistive technologies. It concludes that AEE has a high transformative potential, provided it is supported by consistent public policies, institutional investment, and a commitment to building a school culture guided by equity, accessibility, and social justice.