THE PERFORMANCE OF THE MULTIDISCIPLINARY TEAM IN MUNICIPAL BASIC EDUCATION IN APUIARES: A REPORT ON IMPLEMENTATION, CHALLENGES, AND PERSPECTIVES IN THE 2024–2025 BIENNIUM

Abstract

This study analyzes the implementation process of a Multidisciplinary Team in the municipal education system of Apuiarés, Ceará, between 2024 and 2025, in light of the regulations governing the inclusion of these professionals in basic education. This is a qualitative experience report based on participant observation and document analysis. The results show that, although the formal establishment of the team represents progress in school inclusion policies, its implementation occurred amid institutional ambiguities, structural weaknesses, and the persistence of clinical-therapeutic expectations incompatible with the educational field. It was observed that the lack of technical planning, the fragmentation between public policies, and the insufficient articulation with pedagogical management limited the consolidation of multidisciplinary work. Despite these challenges, interdisciplinary action favored preventive practices, the development of institutional procedures, and the strengthening of support for students in situations of vulnerability. The findings indicate that the effectiveness of these teams depends on the guarantee of material, organizational, and political conditions that sustain their work in the school context.