Specialized Educational Assistance under the analysis of governmentality in the school context of the municipality of Canoas, RS

Souza, Mariele da Silva de; Sardagna, Helena Venites

doi:10.1590/S1678-4634202652296522por

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ARTICLES • Educ. Pesqui. 52 • 2026 • https://doi.org/10.1590/S1678-4634202652296522en linkcopy

Specialized Educational Assistance under the analysis of governmentality in the school context of the municipality of Canoas, RS^* ¹

Authorship SCIMAGO INSTITUTIONS RANKINGS

The text presents a study that aimed to understand how strategies and teaching practices to support the inclusion of students with disabilities have been conducted in public schools in the municipality of Canoas, RS, based on the narratives of managers and teachers from Specialized Educational Assistance (Atendimento Educacional Especializado - AEE). The research also sought to establish connections between techniques for controlling the conduct of the subjects involved, understood as practices related to the context of governmentality. This Foucauldian notion guided the theoretical-methodological framework, together with the concept of biopolitics. The study also problematized the inclusion versus exclusion binary through the notion of in/exclusion. The methodology is qualitative, and data were collected through semi-structured interviews with nine education professionals from the municipal school system² of Canoas (RS), including five AEE teachers and four members of the management team. The questions addressed AEE as a support service for inclusion and its strategies. The analytical exercise was inspired by Foucauldian discourse analysis and employed concepts as analytical tools. From this, two movements were outlined, emphasizing support services for AEE and pedagogical strategies; and conceptions of in/exclusion and the impacts of AEE on the school. The perspective adopted allows one to argue that AEE constitutes an important link in representing the State in terms of “helping the other,” guiding them toward alignment with the metrics established in school curricula and institutional programs, within the context of governmentality.

Keywords:
Specialized Educational Assistance (AEE) - Governmentality - In/exclusion - Pedagogical strategies - Support services

School	Enrollment in Early Years of Elementary Education	Enrollment in Final Years of Elementary Education	Enrollment in Youth and Adult Education	Total Enrolled Students	Students in the Target Population of Special Education
School A	403	266		669	53
School B	524	403	46	973	72
School C	299	265		564	58
School D	306	237		543	28

Institution	AEE teacher	Member of the Management Team
School A	Teacher A1	Manager A
School A	Professora A2	Manager A
School B	Teacher B1	Manager B
School C	Teacher C1	Manager C
School D	Teacher D1	Manager D

Topic: The role of the AEE teacher in consolidating inclusion and permanence of students with disabilities in school

Teacher A1 - This teacher constitutes the link between the student, the family, and the school, seeking to carry out the work of inclusion in the most effective way possible, whether by assisting the family in understanding the processes their child will experience within the school (adaptation and inclusion in classes) […]. (Emphasis added by the authors)

Teacher A2 - The AEE teacher needs to adopt a differentiated perspective toward each student and work with their specificities within the school context through a perspective of welcoming, enabling their inclusion in the educational and social environment on equal terms. (Emphasis added by the authors)

Teacher B1 - The AEE teacher must be attentive to welcoming the student through listening to the family, prioritizing clear and caring communication, since our students participate in different activities outside school and attend follow-up healthcare appointments. (Emphasis added by the authors)

Teacher C1 - The role of the AEE teacher is fundamental for communication among everyone involved in the education of students with a disability. They assist curricular adaptations and goal planning. They represent a source of security within the school to ensure that the rights of these students are respected.(Emphasis added by the authors)

Teacher D1 - It is, above all, about believing that everyone can learn and coexist socially together. (Emphasis added by the authors)

Topic: AEE in the school as a support service

Manager A1 - As an educational support service of great importance for the development of students with special needs and giftedness/high abilities. The school […] seeks, in every possible way, to include these students in socialization with their peers, offering activities that they find enjoyable to carry out. The school seeks to provide a welcoming environment.” (Emphasis added by the authors).

Manager B2 - AEE is understood as a support space for students and teachers […], to such an extent that the school **** [name omitted] is regarded as a reference school for inclusion within our quadrant, due to the excellence work carried out here. (Emphasis added by the authors)

Manager C1 - A space for supporting students who need to be stimulated in order to develop potentialities that affect their learning development. We strive to meet the entire inclusion demands of the school, whether through services provided in the SRM or through the development of goal plans for students who require curricular adaptations. (Emphasis added by the authors)

Manager D1 - AEE services are directed toward monitoring students with special needs, contributing both to their cognitive and socio- emotional domains […] many times we face shortages in the teaching staff and a lack of interns to properly support these children but we always strive to do our best. (Emphasis added by the authors)

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Faculdade de Educação da Universidade de São Paulo Av. da Universidade, 308 - Biblioteca, 1º andar 05508-040 - São Paulo SP Brasil, Tel./Fax.: (55 11) 30913520 - São Paulo - SP - Brazil
E-mail: revedu@usp.br

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[TFN5] Source: Prepared by the authors based on the 2021 School Census (INEP, 2022).

Specialized Educational Assistance under the analysis of governmentality in the school context of the municipality of Canoas, RS* 1

Specialized Educational Assistance under the analysis of governmentality in the school context of the municipality of Canoas, RS^* ¹