Atuação do profissional de apoio escolar na educação inclusiva: uma revisão integrativa da literatura

Abstract

The school inclusion of students who are the target audience of Special Education has required significant changes in pedagogical practices and school organization to ensure these students' access, participation, and learning. In this context, this undergraduate thesis aimed to analyze how the school support professional performs their role and the main challenges faced by this professional within the scope of Inclusive Education in Brazil. To achieve this objective, an integrative literature review was conducted, based on a bibliographic survey carried out through Google Scholar, considering studies published between 2022 and 2026. The results showed that the role of the school support professional is still marked by uncertainties regarding their responsibilities within the school environment, alternating between functions related to students' basic care and pedagogical activities. In addition, challenges were identified, including the lack of specific training, the absence of joint planning opportunities with teachers, precarious working conditions, and the high turnover of these professionals, factors that compromise the continuity and quality of the support provided to students. It was found that although Law No. 13,146/2015 represented an important advance in guaranteeing the right to school support, there are still gaps related to the training and regulation of these professionals' roles. It is concluded that the effective implementation of inclusive education depends on valuing school support professionals, integrating them into the school's pedagogical actions, and strengthening collaborative work among all those involved in the educational process.