Os desafios da efetivação da inclusão na sala de aula, na perspectiva do profissional de apoio escolar, na rede estadual do município de Itacoatiara/AM

Abstract

Inclusive education, consolidated as a guiding principle of Brazilian educational policies, has advanced in normative terms. However, a significant gap persists between legal provisions and their effective implementation in everyday school practices, particularly regarding the role of the support professional in mediating the schooling process of students with disabilities. In the context of the state public education system of Itacoatiara, Amazonas, there is a lack of clear regulation of this professional’s responsibilities, weaknesses in continuing education, and structural limitations that hinder the consolidation of systematic and collaborative inclusive practices. In light of this scenario, this research aimed to investigate the main challenges faced by support professionals in implementing inclusive education for students with disabilities in regular classrooms, seeking to understand how these challenges impact access, permanence, participation, and learning of students who are the students eligible for Special Education services. This study adopted a qualitative and applied research approach, developed within the Professional Master’s Program in Inclusive Education (PROFEI). Methodological procedures included bibliographic research, documentary analysis of institutional regulations, semi-structured interviews with support professionals, and participant observation. Data processing and interpretation were carried out through Content Analysis, according to Bardin (2016), enabling the construction of thematic categories related to institutional, formative, and pedagogical dimensions of inclusion. The findings revealed that, although inclusion is legally guaranteed, its implementation faces structural and organizational barriers, especially: unclear definition of the support professional’s responsibilities, work overload, insufficient specific training, weak collaboration among school professionals, and the absence of systematic tools for pedagogical documentation and monitoring. These factors compromise the continuity of educational support and hinder the development of intentional and collaborative practices. As a scientific contribution and educational product, the Individual Student Dossier (ISD) was developed as a tool aimed at organizing, recording, and sharing pedagogical, cognitive, and socio-emotional information about students with disabilities, with formative potential to support instructional planning and strengthen collaborative work. The study advances knowledge by giving centrality to the voice of the support professional in the Amazonian context, broadening the debate on their working conditions and offering a pedagogical resource applicable to the reality of public schools, thereby contributing to the strengthening of more systematic, humanized, and evidence-based inclusive practices.