Participação familiar no percurso do atendimento educacional especializado de crianças na primeira infância, na rede municipal de Belém-PA

Abstract

This research is based on concerns arising from professional practice in the AEE, where it was noticed that the articulation of the professional of this service with the family, although guaranteed by legal assumptions, is not considered an integral and fundamental part for the achievement of results consistent with the needs of the child being served and that extends to this family. Therefore, it was felt necessary to look at the practices carried out by these professionals, seeking to understand the behaviors that strengthen or hinder the participation of the family in the dynamics of the AEE, to the same extent that the family can express its perceptions about its involvement in the service. The methodology follows the qualitative approach, using the multiple case study, which included the participation of 5 AEE teachers and 4 mothers of children served by these professionals. Data collection was divided into two groups: with the professionals, a semi-structured interview was used with questions based on the components of Effective Help Practices; with the family group, a semi-structured interview was used based on the principles of Family-Centered Practices and the Family Outcomes Survey (FOS) Protocol was applied. Data analysis followed Bardin's Content Analysis steps. The results point to the fragility of family partici-pation in the AEE process, with its strengths concentrated in relational practices and the moment of the Anamnesis, while actions of empowerment and effective participation in the dynamics of the service are not yet considered possible to be carried out. That said, the need for alignment between what is provided for by legislation and recommended practices with the reality found in the AEE service is clear.