LAS OBSERVACIONES PEDAGÓGICAS SISTEMATIZADAS DE LOS PROFESIONALES DE APOYO ESCOLAR COMO FUNDAMENTO PARA LA ELABORACIÓN DE ESTUDIOS DE CASO Y PLANES EDUCATIVOS INDIVIDUALIZADOS

Resumen

This study analyzes the contributions of pedagogical observations produced by school support professionals to the collaborative development of Case Studies and Individualized Education Plans (IEPs), within the framework of inclusive education. It is a qualitative study of a basic nature, with exploratory and descriptive objectives, conducted through bibliographic and documentary research. The theoretical framework was based on publications indexed in SciELO, Google Scholar, and the ANPEd Proceedings, as well as Brazilian educational legislation and official documents issued by the Ministry of Education, prioritizing studies published between 2019 and 2026. The analysis revealed that the scientific literature has primarily focused on the regulation, roles, and professional training of school support professionals, while the use of pedagogical observations produced by these professionals as a source of information for educational planning remains underexplored. The findings indicate that, when systematically organized and shared within a collaborative framework, these records can broaden the understanding of students' educational needs and strengthen the development of Case Studies and Individualized Education Plans. It is concluded that valuing this information contributes to more contextualized, integrated, and coherent pedagogical decision-making aligned with the principles of inclusive education.