Specialized Educational Assistance in Full-Time Schools
Bibliographic Data
| ID | 5868834 |
|---|---|
| Authors | Amanda Santana Gomes-Silva (0000-0003-0425-5601, Universidade Federal de São Carlos), Enicéia Gonçãves Mendes (0000-0003-3673-0681, Universidade Federal de São Carlos) |
| Year | 2025 |
| Volume | 41 |
| Publication date | 2025-01-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educação em Revista (JOURNAL) |
| Journal identifiers | ISSN: 0102-4698 • E-ISSN: 1982-6621 |
| Publisher | FapUNIFESP (SciELO) (PUBLISHER) |
| DOI | 10.1590/0102-469849296-t |
| OpenAlex | W4407039095 |
| Language | EN |
| References cited | 4 |
Contemporary proposals for inclusive and sustainable educational policies, such as Special Education from the Perspective of Inclusive Education and Full-Time Integral Education, are essential to overcome inequalities. Brazilian educational policies recommend offering Specialized Educational Services (SES) to students in the Special Education population after school hours, as well as providing for an increase in the provision of Full-Time Education. This study aimed to analyze how the SES works in full-time schools, given that students must remain in the educational unit for an average of seven hours, and consequently lose their rights to either SES or full participation in their class activities. Data collection involved documents, questionnaires and systematic observation and interviews with teachers from three full-time schools with special education students enrolled. The results, limited to interviews with regular education and SES teachers, suggest that the Integral Education and Special Education policies have purposes and goals that are congruent; however, in practice there are still conflicts between the two policies, which demand a redefinition of SES
Mathematics education · Child Welfare and Adoption · Computer Science · Homelessness and Social Issues · Psychology · Youth Substance Use and School Attendance
| Highly cited | No |
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