Abstract

PIOVEZAN, Camila Carlini Bonilha  and  VILARONGA, Carla Ariela Rios. Nomenclatures and duties of school support professionals in Brazilian state networks. Educ. Teoria Prática [online]. 2025, vol.35, n.69, e09. ISSN 1981-8106.  https://doi.org/10.18675/1981-8106.v35.n.69.s17600.

To guarantee the rights and learning of Special Education students, currently, Brazilian schools are experiencing the proposal of school inclusion and, among the workers who work in this context, there is the school support professional. The Brazilian Inclusion Law (2015) defined its exercise and performance, providing for food, hygiene and transportation activities. The objective of the present study is to describe and analyze the nomenclatures and duties of professionals with the same profile provided for in the Brazilian Inclusion Law, analyzing the states of Acre, Amapá, Espírito Santo, Goiás, Pará, Pernambuco, Paraná, Rondônia, Roraima, Rio Grande do Sul and Sergipe, observing whether these states are in line with what is declared by the Brazilian Inclusion Law. To this end, the research report was adopted, being the type of descriptive-exploratory research, based on documentary analysis. The results indicated that the laws are not uniform, as they appoint these professionals in different ways, even though their duties are similar. They showed the urgency of discussion regarding the selection criteria for these professionals in consensus with the studies highlighted in Brazilian special education. It is concluded that the lack of a specific law covering school support professionals has culminated in legal deregulation, which could result in lower prices, precariousness and the weakening of this type of function, which is so relevant in the Brazilian special education scenario.

Keywords : Special education; School inclusion; Job assignment; Support professional.

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