Between Recognition and Overload: School Inclusion Policies and the Role of Support Professionals - A Case Study at the Coronel Sabino de Araújo Elementary School (Rosário do Sul, RS)

Abstract

This article analyzes the implementation of the public policy of inclusive education at the Coronel Sabino de Araújo Municipal Elementary School in Rosário do Sul (RS), focusing on the performance of school support professionals. The qualitative research, based on questionnaires applied to monitors, teachers, and the management team, reveals gaps in training, an overload of functions, and a lack of institutional support. The results indicate that, despite the social recognition of the school as inclusive, the responsibility falls on the base professionals. The analysis highlights the mismatch between the legal objectives of the Law of Guidelines and Bases and the Brazilian Law of Inclusion and daily practice, showing that the effectiveness of the policy depends on adequate structure, resources, and training. The study reinforces the need to review the support mechanisms and distribution of responsibilities in inclusive education.