WORKING CONDITIONS FOR MUNICIPAL SPECIAL EDUCACATION TEACHERS (AEE) IN CUBATÃO-SP

Abstract

The inclusion of students with high abilities/giftedness in the context of Specialized Educational Assistance (SEA) remains a challenge in public education systems, mainly due to the lack of specific teacher training and the absence of targeted policies. This research aims to analyze inclusive pedagogical practices developed within SEA for gifted students, especially in the municipality of Cubatão, in order to understand how the service has addressed the educational demands of this group. The methodology used was a literature review, with a qualitative and exploratory approach, based on the analysis of national and international academic publications from 2021 to 2025. Materials were selected from databases such as Scielo, Google Scholar and Frontiers, prioritizing studies on inclusive education, giftedness, and SEA practices. The results indicate that gifted students require challenging, flexible, and personalized teaching strategies, as well as continuous emotional support and institutional recognition. It was found that SEA teachers lack adequate training, technical support, and structural conditions to meet this group's needs effectively. The study concludes that the educational inclusion of gifted students depends on teacher training investment, SEA restructuring, and alignment between public policy and pedagogical practice. The research reinforces the importance of building inclusive school environments that recognize talent diversity and promote equity.