Profissionais de apoio para alunos com deficiência em escolas públicas: um estudo documental

Abstract

This study aimed to analyze the municipal and state laws of the five regions of Brazil related to professionals who support school inclusion, especially those who accompany students with disabilities in regular classrooms. The research, of a documentary nature, had as inclusion criteria the laws of the Brazilian capitals and states with the highest number of enrollments of students who are the target audience for Special Education, in each region. The terms used to name these professionals were analyzed, as well as their duties and required training. To process the data, procedures analogous to Bardin's content analysis were used, in its interpretative and comprehensive aspect. The results revealed a great diversity of nomenclatures and training requirements, which highlights a normative gap at the national level that makes it difficult to standardize and guide school administrations in defining the appropriate professional profile for this role. The lack of clear guidelines on who and how should occupy this role can compromise the effectiveness of inclusion policies, generating inconsistencies in school practice. Considering this scenario, the research proposed an organization of professional profiles that already work in the school context — such as assistant teachers, caregivers and those responsible for Specialized Educational Services (SES) — with the aim of contributing to the systematization and clarity regarding the functions of each one. It is hoped that this study can support managers, researchers and public policy makers in the construction of more consistent parameters for educational inclusion, contributing to guaranteeing the right to quality education for all students.