A CONSTITUIÇÃO DO PERFIL DE COMPETÊNCIAS DE PROFESSORES DE EDUCAÇÃO ESPECIAL EM DOCUMENTOS POLÍTICOS

Abstract

The study examines, in light of official documents in Brazil, the profile of professional competencies attributed to special education teachers, considering their involvement with educational inclusion and cross-cutting aspects across all educational modalities. To this end, four official documents outlining these competencies are examined, aiming to understand their impact on the formation of special education teachers. Using a qualitative approach and document analysis method, the study identifies three main dimensions: defining the competency profile, training to work in inclusive contexts, and the ways in which special education teachers are constituted. As a result, it becomes evident that political discourses produce specialized professionals with multifunctional expertise in all areas of special education, encompassing all levels and modalities of teaching, and predominantly holding them responsible for the development and teaching-learning processes of target students. To address this, it is necessary to break away from the idea of the totality of the professional practice of special education teachers, enabling them to operate with the uniqueness of experiences, relationships, and pedagogical productions developed in their contexts of practice.