IN ACADEMIC WORK, WHAT IS TALKED ABOUT WHEN WE TALK ABOUT PEDAGOGICAL SUPPORT PROFESSIONALS IN SPECIAL EDUCATION?

Abstract

One of the most obvious impacts of the National Policy on Special Education from the perspective of Inclusive Education (BRASIL, 2008) is the growing number of Special Education professionals who entered regular schools. When considering this context, the question arises: what is said when talking about the pedagogical support professional who works with the special education student in the common classroom? This text presents the result of a systematic search carried out in the Bank of Periodicals of the Coordination for the Improvement of Higher Education Personnel (CAPES), with the objective of identifying how the theme that involves this professional is contemplated in academic works. The organization of the search was based on the literature review methodology (GIL, 2008), with a qualitative approach, configured as exploratory and descriptive in nature. The reflections carried out from the selected texts raise other questions and the "almost certainty" that when talking about this special education professional, many processes and pedagogical practices are discussed that demarcate advances, setbacks, consensus and possibilities of the modality, however, little or nothing is said about the professional and his working and employment conditions, showing a vast field of research still to be cultivated.