Fragments of an ongoing narrative about the pedagogical support professional in Special Education

Abstract

It presents reflections on how the pedagogical support service to the target public student of special education is structured, regarding the regulation of the position and the function of this professional who works in the common classroom, with the regent teacher. Therefore, it questions about aspects related to the nomenclature, creation of the position and specification of the role of this professional in the public service vacancy framework. Part of the municipal education network of São Mateus, Espírito Santo, and uses data from the qualitative research carried out by Fernandes (2016) in which he analyzed the definition of guidelines for the provision of Special Education in the System and the other that investigated the tensions of municipal management in ensuring the schooling of students with multiple disabilities (NUNES, 2016), highlighting excerpts from interviews and numbers on enrollment of students and professionals in the modality. The reflections elaborated consider that governments, by failing to institute State policies (OLIVEIRA, 2011), in addition to normalizing the deviation of function, preventing the professional's permanent link with the pedagogical practice, violates the student's right and, in this case specific to Special Education, reinforces and perpetuates the outsider stigma (ELIAS; SCOTSON, 2000) of the modality.