Atuação dos profissionais de apoio escolar/mediadores no processo de inclusão educacional na rede municipal de Jacobina – BA

Abstract

In this work we aimed to analyze Scholar Supporting Professionals - SSP/Mediator in inclusion policies students with disabilities in Municipal Education System of Jacobina a city of Bahia state, based on the Survey question, which one comes up, also as a leading question: How had the SSP/Mediator worked on the implementation of inclusion policies to children with disabilities in Jacobina-Bahia? To achieve our goals we charted the following specifics objectives: (1) To characterize the SSP/Mediator profile from the municipal educational system of Jacobina-Bahia; (2)To identify the activities developed the challenges faced by the SSP/Mediator; (3)To analyze how do SSP/Mediator practices influence in national special education policies implementation on Jacobina-Bahia municipal; (4)To prepare, starting from data analysis results, a draft resolution that can contribute to the municipal Council for Education, aiming to organize the support system to school inclusion on the municipal of Jacobina-Bahia. To reach our goals we adopt the following methodological proceedings: multi-method approach, parting from a single case experimental design, an approach holistic, and the analysis data device was document search, literature systematic review, questionnaire and an online focal group (Synchronous and Asynchronous). As analysis data proceed, we appealed to systematic analysis proposal, presented by Braun, Clarke (2006). The base that subsided the data analysis accomplished, we got them based on the rules from Brazilian laws, as well as on the studies of Mendes (2006), Mendes; Santos; Branco (2022), Mendes; Malheiro (2012), Matos; Mendes (2015), Mattos (2017), Ferreira, Glat (2003), Pimentel (2012), Crochík (2012), Mousinho et al (2010), Lopes (2018), Burchert (2018), Alecrim (2020), Capellini (2019), Silva (2019) and another. The results suggest that most of the participants exhibit a training professional profile being graduated and graduating and developing activities in pedagogical area, embracing adaptation, elaboration and tasks mediation to students from Target Public of Special Education – TPSE, conflicting with another professional working in the school. The participation absence, linked to teacher planning, revealed the inexistence of cooperation between all these ones involved in inclusion process. Further, the accomplishment of continuous training decontextualized of school reality, reverberate on understanding conflict about what is approached in the training and the orientations received from the school managers; point that was link to the quantity of those learners that are assisted and the lack of opportunity to think close to reconstruction of activities that are directed to assisted learners, reveal a precarious backdrop about the work accomplished. In conclusion, we notice that we need specifics rules which contribute to a professional identity SSP/Mediator construction.