Cuidadores escolares e inclusão educacional : uma análise das políticas públicas que regulam o trabalho do cuidador na escola

Abstract

In the current Brazilian context, the Special Education public policies have made the access of the school caregiver possible to accompany the students with disability in the school environment as part of the educational inclusion strategies. In this context, studies about the presence of the new educational workers subjects is still little explored, above all, regarding the investigation of public policies that regulate their work. Our study has as main objective to analyze the contributions of public policies to the regulation and the effectiveness of the professional development of the school caregivers. From the methodological point of view, this study was realized from a qualitative approach with an exploratory character and based itself on the documental analysis of the public policies implemented in the country, in the local context and in the bibliographic analysis on the subject. We will also refer to the dialectical perspective, which has helped in our interpretations. Among the main themes that helped us in the composition of this study, we have: social history of the disabled child and the schooling process; history of the disabled people; childhood and children’s education; history and educational policy; educational inclusion and exclusion; social service institutions; right to education. Facing the social relevance of the new workers insertion in the Brazilian educational scenario, we have felt the necessity to compose a study also based on the historical approach in the social perspective of the working class (HOBSBAWM, 2015). The childhood, child with disability and school caregivers categories are considered in this work as social and historical categories. We emphasize as the analyses synthesis: contradictions in the process of the educational inclusion /exclusion; divergences in the objectives proclaimed in educational inclusion policies, causing damages to the school caregivers’ category in their development and professional appreciation; undefinition of functional attributions and lack of training guidelines for work; absence of labor regulation for the job position; evidence of accountability for the pedagogical activities achievement incompatible with the initial training required for the position. In face of the considerations that were mentioned above, it is necessary to extend the debate about the policies updating that regulate the work of caregivers, on the urgency of labor regulations for the formal recognition and for the appreciation of the category as an educational workers class.