O profissional de apoio escolar de estudantes com deficiência em escolas públicas.

Abstract

The present work aims to discuss the responsibilities assigned to paraprofessionals support in public schools, through the perception of the subjects themselves. The elaboration of this study is justified, given the recent insertion of paraprofessionals - in public education in Brazilian states and municipalities, as well as the absence of national parameters for hiring this professional, which results in a diversity of denominations, attributions and forms of contracting. The interest in this study emerged from the researcher's experience as an educational paraprofessional, in public education in the Municipality of Camaçari-BA from 2019 to 2021. As for the methodology, this investigation used a qualitative approach through an exploratory case study, using as instruments for data collection: (i) a questionnaire applying in a virtual environment and (ii) interviews conducted in semi-structured with nine school paraprofessionals from the Municipality of Camaçari-BA. The research was submitted to the Research Ethics Committee of the Institute of Psychology - IPS of the Federal University of Bahia - UFBA, via the Plataforma Brasil website, being approved in April 2023. Based on the findings of this study, Content Analysis was carried out with the definition of five thematic categories: a) Role and profile of school support professionals in Camaçari-BA, b) The duties of school paraprofessionals, c) The perception of school paraprofessionals about their role in the process of school inclusion d) The specificities of the work of the school paraprofessional in the process of school inclusion of students with disabilities, and e) The relationship between paraprofessional - family - school. Data processing was carried out with the support of the free IRAMUTEQ software. The research demonstrated that the paraprofessionals represents, in the investigated context, the only support within the regular school, revealing the lack of investment in other services provided for by the Special Education Policy in the Inclusive Perspective. There was a lack of knowledge about the responsibilities of the paraprofessional by the school community and a diversion from the basic care function to pedagogical activities. A negative perception among professionals was noted regarding the model of school inclusion that has been implemented and the consequent precariousness of service to students targeted by Special Education in regular schools.