The implementation of public policies for special education and the continuing professional development of teachers in the municipal school system in the Baixada Fluminense region:

dialogues on pedagogical accessibility and augmentative and alternative communication

Abstract

Of teachers in the Municipal Education Network of a municipality in the Baixada Fluminense region, problematizing the advances and challenges in the process of consolidating inclusive education. The study is grounded in the main national legal frameworks, such as the Constituição da República Federativa do Brasil de 1988, the Lei de Diretrizes e Bases da Educação Nacional, the Política Nacional de Educação Especial na Perspectiva da Educação Inclusiva, and Decrees No. 7.611/2011 and No. 12.686/2025, which ensure the right to Specialized Educational Assistance (AEE) and schooling within the education system. This is a qualitative study of an applied nature, developed through collaborative action research and conducted in a municipal public school in 2025. Data production took place through systematic observations of daily school life, analysis of official documents, and the implementation of training meetings with teachers and other school professionals. The results reveal institutional advances, such as the creation of specific positions, the expansion of support services, and the reorganization of pedagogical spaces. However, challenges remain, particularly regarding insufficient in-service continuing teacher education, the persistence of attitudinal barriers, and the need to consolidate curricular accessibility practices. It is concluded that the effective implementation of Special Education public policies depends on structured investments in teacher education, the strengthening of inclusive school management, and the articulation between legislation and pedagogical practice, in order to ensure access, permanence, and learning for students who are the target population of Special Education.