A atuação do fonoaudiólogo educacional no município de João Pessoa

Abstract

Purpose: To outline the profile and characterize the practices of Educational Speech-Language Pathologists working in schools in the municipality of João Pessoa. Methods: Cross-sectional, exploratory, and descriptive study of a qualitative nature, with data collected through interviews that addressed participants’ identification and educational background, questions regarding professional practice, and speech-language pathology activities carried out in educational institutions. Only three speech-language pathologists working in educational settings in the municipality of João Pessoa agreed to participate in the study. Results: The research revealed a significant challenge related to identifying and locating educational speech-language pathologists working in the state of Paraíba. Two of the three interviewed professionals have been working in educational settings for at least 15 years. In their initial academic training, there were no courses specifically focused on educational practice. As a result, continuing education proved to be essential for strengthening and improving their performance in educational contexts, which primarily takes place at the preschool level. The results showed a convergence in speech-language demands, in the objectives of the professionals’ work, and, essentially, in the practices carried out within the school environment, revealing similarities in their work processes, such as screenings, lectures, individual assessments, and guidance for both families and the teaching staff. Conclusion: Although there is an expressed concern in distinguishing educational practice from traditional clinical work, the practices reported remain strongly anchored in a clinical and pathologizing perspective. It is necessary to establish a scientific foundation that supports the importance of speech-language pathology within the educational environment.