A AMBIGUIDADE NA FUNÇÃO DO ATENDIMENTO EDUCACIONAL ESPECIALIZADO (AEE) NO ENSINO SUPERIOR

um desafio de interpretação legislativa ou um impasse na construção de uma docência inclusiva?

Abstract

The present article explores the legislative gaps that lead to ambiguity in the role of Specialized Educational Assistance (Atendimento Educacional Especializado – AEE) in Higher Education and how these issues impact inclusive educational practices. Both Clinical and Institutional Psychopedagogy provide a foundation for understanding AEE interventions, focusing on diagnosing and supporting individuals with learning deficits resulting from global developmental disorders (Transtornos Globais do Desenvolvimento – TGD). In the articulation between Psychopedagogy and AEE, the article highlights the importance of detailed diagnoses, well-trained teaching staff, infrastructure improvements, and the development of specific inclusive policies for the university context. Current legislation, including the 1988 Federal Constitution, the National Education Guidelines and Framework Law (Lei de Diretrizes e Bases da Educação Nacional – LDBEN), and the Statute of Persons with Disabilities (Law No. 13.146/2015), defines AEE as a service that complements regular education. However, it allows for different interpretations, particularly regarding the division of responsibilities between AEE professionals and regular classroom professors. The lack of clarity in defining co-responsibility among these professionals, along with the general nature of legal texts, hinders uniform and effective implementation. Institutional diversity further contributes to this variability, as each institution interprets and applies AEE according to its understanding of the law. The lack of adequate training and collaborative practices among professionals, combined with the complexity of students' needs, exacerbates the situation. The article suggests that more specific guidelines and training focused on co-teaching and interdisciplinary collaboration are essential for an inclusive and coordinated educational practice. These measures would help overcome legislative ambiguity and promote genuinely effective and integrated educational support in Higher Education.