Profissionais de apoio escolar na educação especial: um estudo de caso no município de Castanhal-PA

Abstract

The right of People with Disabilities to access education in regular education classes is an achievement resulting from the struggle of these subjects, supported by family members and social movements, which through various legal frameworks achieved in national legislation, regulations to ensure their education in an inclusive perspective. In this scenario, this descriptive case study, of qualitative nature, aims to analyze Law no. 005/2018 of the municipality of Castanhal, which created public positions of caregiver and school support. The analyses were performed from the discussions based on the study of the referred law, national laws, the participants' speech and national theoretical references such as: Mendes 2010 and Mazzota 2011, as well as, research in the area conducted by Cappeline and Rodrigues 2014; Carvalho 2016; Portalette 2017; Kassar and Rebelo 2018; and Lopes 2019. The data collection instrument used was structured questionnaires with open and closed questions. After systematizing and organizing the answers in specific software, word clouds were generated for discussions and the elaboration of thematic axes. Among the results, it was verified that even though the creation of the positions is legally grounded, they extrapolate attributions and guidelines pertinent to the inclusion of students, accentuating exclusions and making the teaching work more precarious and that, even though there were explanations about the gaps generated by the legislation being prepared by specialists in the area, public entities that should act for the common good did not take a position in view of solving them before the final document was approved. Thus, it was concluded that there are still many misunderstandings and mistakes in the description of national legislation for inclusive education, which allow the reading and interpretation by managers and public agents according to their interests and understandings, which can be established in damages to those involved in the educational process.