Profissional de apoio escolar na rede municipal de Maceió: primeiras aproximações.

Abstract

This article aims to identify the profile of School Support Professionals (PAEs) and analyze the main challenges faced by these professionals in the context of school inclusion of atypical students in Maceió. The research is based on legislation and authors who understand inclusion as a process of transforming the school to fully address diversity and guarantee the right to learning for all students. Key legal frameworks referenced include documents such as the Law of Guidelines and Bases of National Education (LDB), the National Education Plan (PNE), the Municipal Education Plan of Maceió, the Maceió Special Education Guide (2016), the Salamanca Statement (1994), and the Statute of the Child and Adolescent (ECA, 1990). The methodology adopted was quantitative research, through the application of a structured questionnaire to 52 School Support Professionals working in Maceió’s municipal school system. The responses were organized and analyzed using descriptive statistics to identify patterns and trends in the performance of these professionals. The results show that many PAEs work in isolation, with little training and institutional support, which weakens the implementation of inclusive education. The study highlights the urgent need for public policies that promote continuing education, collaborative planning, and institutional recognition of PAEs as key agents in promoting educational equity.