Desafios dos profissionais de apoio para alunos com necessidades educacionais específicas

This is an exploratory qualitative research study whose general objective is to analyze which knowledge can be considered essential for the training of these support professionals. As specific objectives, we established: identifying the profiles of support professionals hired in the federal, state, and municipal public education networks of Ouro Preto – MG; identifying training needs pointed out by the support monitors in the municipality; analyzing the functions and actions performed by the support professionals in the municipality. Based on the documentary analysis of hiring notices from the municipal, state, and federal basic education networks, from early childhood education to high school, we consider that the public basic education networks in Ouro Preto follow different paths in promoting the work of support professionals. We can observe that at the municipal and state levels, support professionals are temporary employees, while in the federal network, they do not have an employment relationship and receive a scholarship. At the municipal level, the required level of education is the lowest, with only a high school diploma being required. No specialization is demanded, even though the hiring notice refers to the position as a specialized monitor. The federal network does not require specialization, but the intern must be enrolled in a teaching degree program. Meanwhile, the state network has the highest educational requirements, prioritizing professionals who hold a teaching degree and have specialized training in Special and Inclusive Education. The municipal network stands out for the overlap of functions, as support professionals perform both pedagogical tasks and caregiving duties, such as hygiene and feeding, if required by the student. In contrast, the federal and state networks separate pedagogical support from caregiving responsibilities. Based on the documentary analysis of diagnostic assessments presented by the monitors in the municipality, they support approximately 125 students with various diagnoses, with a higher incidence of students on the autism spectrum and those with intellectual disabilities. The monitors request specific training to meet the particular needs of the students they assist, as well as greater involvement from the school and lead teachers in the inclusion process. Therefore, it is evident that students receive different types of support throughout their inclusion journey from early childhood education to high school. At the high school level, in particular, the type of assistance varies depending on whether the student is enrolled in the municipal or federal network within the municipality. This occurs because there is no clear regulation regarding the role of these professionals. This research can contribute to understanding the challenges of promoting Inclusive Education in the municipality of Ouro Preto – MG, while also providing insights into the reality of other cities and education networks. As future directions, we believe it is important to deepen the understanding of the inclusive processes implemented by the basic education networks in the municipality, with a focus on promoting adequate training and fostering partnerships between the networks to strengthen the quality of Inclusive Education they provide. The results of this research can contribute to the understanding of aspects of Inclusive Education experienced in our region in dialogue with national-level studies, as well as support the formative needs of local support professionals, as indicated by the research of Costa and Mattos (2022) and Ferreira and Mattos (2022).