O papel dos profissionais de apoio escolar - PAE na SEMED - Maceió: narrativas e reflexões de uma docente em formação

Abstract

With advancements in the debate on the inclusion of people with disabilities and global developmental disorders in schools, this research reflects on the role of professionals and support staff through the experience of the first author. Starting from the Brazilian Law of Guidelines and Bases (LDB) No. 9394 of December 20, 1996, the Brazilian Inclusion Law (LBI) No. 13146 of June 6, 2015, and complementary laws, the research articulates the experiences of the internship as a school support professional. The research was conducted through a bibliographic and documentary review articulated with a report of experiences. Data from the 2020 and 2024 school censuses were used to illustrate the number of students served in the municipal network and to analyze their implications for education policies. The presentation of problems such as the lack of sufficient Special Education classrooms and accessibility in some educational institutions contributes to the exclusion of students who are part of special education, which raises some proactive reflections for addressing the listed problems.