Jesus, Edna Maria de2026-01-162026-01-162025SILVA, Joselina das Dores. Educação inclusiva e desenvolvimento: o papel das salas de recursos multifuncionais nas escolas municipais de Goiânia. Goiânia (GO), 2025. 141 f. Dissertação (Mestrado Profissional em Desenvolvimento Regional) - Centro Universitário Alves Faria, 2025.https://repositorio.unialfa.com.br/handle/123456789/725This dissertation, entitled “Inclusive Education and Development: the role of Multifunctional Resource Rooms in the municipal schools of Goiânia,” linked to the research line Education and Regional Development, analyzes the Specialized Educational Assistance (AEE) offered in the Multifunctional Resource Rooms (SRM) of the municipal school system of Goiânia, relating it to the implementation of inclusive education and the promotion of human and local development. The problem guiding the investigation arises from the fact that, although AEE has expanded nationwide—with the 2023 School Census recording more than 1.7 million enrollments in Special Education (INEP, 2024)—the impacts of this service on the learning, participation, and development of students with Specific Educational Needs (NEE) are still poorly understood. In Goiânia, there has been a significant increase in the number of SRMs, accompanied by an expansion of the population served. Given this context, the central research question is: how does AEE offered in SRMs contribute to the educational outcomes of students with NEE and, consequently, to development in Goiânia? The justification for this research is grounded in the social and educational relevance of AEE as a public policy aimed at reducing inequalities, aligned with the Sustainable Development Goals of the 2030 Agenda, especially SDG 4 (Quality Education). Furthermore, there is a demand for studies that examine the effectiveness of AEE in municipal contexts, considering that the expansion of SRMs does not, by itself, guarantee inclusion and learning. The general objective is to analyze the AEE offered in SRMs in the municipal school system of Goiânia from the perspective of the actors involved (administrators, AEE teachers, regular classroom teachers, and guardians), investigating its contribution to inclusion and development. The specific objectives are: to discuss the concepts of Education, Development, and Inclusive Education; to examine Special Education and the legal foundations that structure AEE; and to understand the inclusive practices developed in SRMs by analyzing their challenges and potential. Methodologically, the research adopts a mixed approach, using both quantitative and qualitative procedures (Minayo & Sanches, 1993). Quantitative data were obtained through documentary research and descriptive statistics (Lakatos & Marconi, 2003). Qualitative data were analyzed using thematic analysis, following Minayo’s (2001) approach. The empirical field includes five schools representing the five Regional Education Coordinators. The theoretical framework is based on current legislation (CF/1988, LDB/1996, LBI/2015, and AEE regulations) and on authors who understand education as a social practice and an instrument of transformation: Libâneo (2001), Durkheim (2010), and Freire (1996). The inclusive perspective is grounded in Mantoan (2003) and Sassaki (2009), while the discussion on development incorporates contributions from Ferreira & Raposo (2017), Furtado (2004), and Brandão (2012). The results show advances in students’ socio-emotional, communicational, and academic development, as well as strengthened ties among schools, families, and communities. The SRMs function as spaces for support, mediation, and the construction of autonomy, although challenges remain related to teacher training and infrastructure. It is concluded that AEE, when integrated into the pedagogical project, constitutes an instrument of inclusion and emancipation, contributing to learning and to human and local development.ptAtendimento educacional especializado (AEE)Salas de recursos Multifuncionais (SRM)Políticas públicas