EQUITY AND SCHOOL INCLUSION: THE ROLE OF SUPPORT INTERNS IN THE PUBLIC SCHOOL NETWORK OF OLINDA-PE

Abstract

The pursuit of equity has guided Brazilian educational policies and consolidated school inclusion as an essential principle of contemporary education. Ensuring the enrollment of students with disabilities is only the first step; true inclusion requires creating effective conditions for participation, learning, and development, in line with the legal and pedagogical principles that shape basic education in the country. However, gaps remain between legislation and the daily reality of public schools, highlighting the need for concrete strategies to achieve truly inclusive education. Within this context, support interns play a relevant role as mediators in the construction of inclusive pedagogical practices, working directly with students with disabilities and collaborating with teachers in the school routine. This study analyzes the role of support interns in the Municipal Education Network of Olinda-PE, focusing on Claudino Leal Municipal School, which serves approximately 756 students, including 58 identified with some type of disability. At this institution, 26 interns work across morning and afternoon shifts, evidencing how these training professionals have become essential links to guarantee students’ active participation in school life. As Mantoan (2003) points out, inclusion goes beyond the student’s physical presence in the classroom; it requires transforming pedagogical culture to embrace diversity. In this sense, the interns’ performance bridges discourse and practice, offering direct support so that schools may fulfill their social role of ensuring equity.

Methodologically, the research adopts a qualitative approach, using questionnaires, interviews, and participant observation as data collection instruments. This choice allowed the identification of perceptions, experiences, and challenges faced by interns, specialized education teachers, and school management. The findings indicate that, although the interns’ actions contribute to pedagogical mediation, socialization, and students’ autonomy, their work is still marked by significant limitations, such as the lack of specific training and the insufficiency of pedagogical materials, often worn out and scarce in relation to student demand. These aspects align with Sassaki’s (2009) analysis, which emphasizes the need to eliminate physical, attitudinal, and institutional barriers for the full realization of inclusion.

It is concluded that support interns represent an indispensable resource for promoting educational equity, contributing to the development of inclusive pedagogical practices in schools. However, their role will only reach its full potential if consistent public policies are implemented to guarantee greater recognition, monitoring, and adequate working conditions. Thus, support interns are not only immediate support for students, but also a concrete sign of ethical and political commitment to a public school system that embraces equity as a guiding principle.