O perfil dos profissionais de apoio escolar dos municípios de Maricá, Rio de Janeiro e Saquarema

Abstract

The school support professional (PAE), subject of this dissertation, is a key role in the process of inclusion of students with disabilities in the Brazilian educational system. However, due to the lack of national regulation of this role, cities have created different titles to work in this position, with different attributions, qualifications and salaries, which impacts on the education offered to the Special Education Target Audience (PAEE) in the school system. In this regard, the general goal of this dissertation is to outline the profile of the PAEs who work in three cities in the state of Rio de Janeiro, respectively, in the positions of Educational Inclusion Agent (AIE) in the city of Maricá; Special Education Support Agent (AAEE) in the city of Rio de Janeiro; and Educational Inclusion Mediator (MIE) in the city of Saquarema, in order to contribute to widening the debate on the role of the PAE in the context of Inclusive Education and to the formulation of public policies that will regulate the role. To this purpose, this dissertation is divided into three studies. Study I consists of qualitative documentary research, based on content analysis of the official documentation related to the creation of the three positions in the cities investigated. Study II consists of a descriptive research with data collected through a survey answered by individuals who hold the three positions studied, considering their academic trajectories and experiences as basic education professionals, and presents a quantitative analysis for the closed questions and a qualitative analysis for the open questions. Study III consists of a qualitative exploration research based on semi-structured interviews, in order to verify to what extent and in what way the AIEs, AAEEs and MIEs promote the autonomy and learning development of PAEE students in the public education system of the cities they work in. As a result, the essay finds variations in the selection criteria and in the ways in which PAEs are hired for the positions studied, although their duties are similar in the three cities, including not only the basic care of the students they assist in daily livelihood activities, but also the providing of pedagogical support. Furthermore, the study identifies a wide variability in the schooling levels of the PAEs in the municipalities studied. It also demonstrates that professionals with specific degrees in universities have acquired them through their own initiative, and not due to the cities’ requirements. Finally, the dissertation concludes that it is imperative to establish public policies that regulate the category at a national level and ensure that PAEs are properly recognized, with better salaries and working conditions, including the setting of a national minimum wage and a career plan for the role, as well as offering and ensuring access to initial and continuous qualification.