O profissional de apoio escolar a crianças com deficiência: dilemas entre o trabalho educativo e o cuidado

Abstract

The present undergraduate thesis addresses the dilemmas faced by the School Support Professional (PAE) in balancing educational work and the care of children with disabilities. The research problem is framed by the following question: “What dilemmas do school support professionals face in educational work involving children with disabilities in a public school within the municipal network of Teresina?”. Regarding its objectives, the general aim is to investigate, within the context of a public school, the dilemmas faced by school support professionals in educational work involving children with disabilities in the municipal public school system of Teresina-PI. The study is guided by the following specific objectives: a) To examine the training of school support professionals working in the inclusion of children with disabilities; b) To describe the practices of school support professionals involving children with disabilities; c) To report the dilemmas faced by school support professionals working with children with disabilities. The research was conducted in a municipal school located in the northern region of Teresina-PI, fictitiously named "Escola Municipal Caminho Aberto," with the subject of the study being a PAE professional. The theoretical foundation is based on authors such as Mantoan (2003; 2006), Fonseca (2016), and Mousinho et al. (2010), as well as legal frameworks such as the Brazilian Inclusion Law (LBI), the National Education Guidelines and Framework Law (LDBEN), and the National Special Education Plan from the Perspective of Inclusive Education (PNEEPEI). The study highlights gaps in the regulation and standardization of the PAE’s role. The research follows a qualitative approach with an exploratory character, employing semi-structured interviews to analyze the experiences of the PAE. The findings reveal a lack of continuous training and clear public policies regarding the PAE’s practice, reinforcing its limited and assistance-based role. However, the PAE plays a fundamental role in school inclusion. It is concluded that legal standardization, continuous training, and alignment between practices and legal frameworks are crucial to ensuring an inclusive education and environment.