BETWEEN CARE AND MEDIATION: THE ROLE OF CLASSROOM MONITORS IN INCLUSIVE EDUCATION

Abstract

Special education monitors, also known in different networks as classroom monitors, school support professionals, caregivers, inclusion assistants or inclusion support assistants, are professionals who work directly in schools to provide individualized or small group support to students who are the target audience for special education, ensuring their access, retention, participation and learning in regular education. This article aims to analyze the view of classroom monitors about the work they develop with children who are the target audience for special education in regular education. The research, with a qualitative approach and descriptive nature, was conducted with ten monitors working in the municipal education network of a city in the interior of São Paulo. Data collection was done through semi-structured interviews, and the data were analyzed using the content analysis technique. The results revealed four central categories: conception of the professional role, relationship with students, institutional challenges and recognition of the role. The participants reported playing a multifaceted role, going beyond physical care, involving pedagogical, affective and social mediation aspects. The main difficulties identified were the lack of specific training, the lack of definition of responsibilities and professional devaluation. It is concluded that monitors play a strategic role in the implementation of inclusive education, and it is essential to guarantee them training, recognition and better working conditions.