The support professional and the inclusion process of public pupils target of special education

Abstract

The article aims to analyze the performance of the Support Professional (PA) in the Process of inclusion of public-targeted students of special education in public education fundamental. The legal regulations relating to the support professional are recent and specific demands, observing that the functions developed by these professionals are diverse in school contexts. The research has a nature qualitative and exploratory, and had as instruments for data collection interviews with support professionals, municipal education plans and legislation regarding the object of study. The field of selected research refers to public elementary schools located in municipalities of the state of Rio Grande do Sul (RS), and the data analyzed under the hermeneutic perspective. The results indicate the predominance of students of trainees or monitors to act as PAs, with no Identification or initial choice of work with special education. The service is to one or two students in the classroom, covering activities of planning, teaching, adaptation and production of materials, characterizing a pedagogical conduction in the support carried out. It is observed that the relationship of students with the teacher, with colleagues and other participants of the school is restricted, defining a majority linkage with the PA. In the context investigated, the creation of the support device doesn’t ensure the inclusive condition, referring the attendance of the student referred to the professional who assists him, permeated inconsistencies in the educative offer and the limited inclusive coexistence with the class and with the school community as a whole.