A importância da capacitação de profissionais não docentes na educação especial em Itabirito: um estudo sobre as necessidades e desafios no contexto escolar

Abstract

This study focuses on the importance of training non-teaching staff—such as gatekeepers, cooks, monitors, and general service assistants—in the implementation of school inclusion. The main objective was to investigate these professionals' understanding of the care provided to students in Special Education. The study aimed to understand how they perceive their role in relation to students with disabilities, identify the challenges they face, and recognize their needs for knowledge, improvement, and skills within the educational setting. A questionnaire was applied to non-teaching staff working in schools as the methodological approach. The results showed that, although these workers interact daily with students and demonstrate sensitivity and willingness to contribute to inclusion, they still lack adequate training to deal with diversity in the school context. This gap highlights the need for public policies and institutional practices that promote ongoing training accessible and aligned with the reality of schools. It is concluded that training non-teaching professionals is essential to strengthen a culture of inclusion, respect, and belonging, recognizing all school community members as educational agents who are fundamental to building a truly inclusive school.