The Role of the Specialized Educational Care Teacher in Professional and Technological Education at the Federal Institute of Minas Gerais

Objective: The objective of this study is to investigate how ESA professionals can facilitate the academic and social integration of students with Specific Educational Needs (SEN). Theoretical Framework: In relation to the theoretical framework, Decree No. 6,571 will be used, which presents the importance of inclusive education in conjunction with the LBD (Law of Guidelines and Bases), which provides for the necessary adaptations for students with SEN. In addition, it was based on Mendes (2011), who corroborates the discourse that the inclusion of ESA is a significant advance in the educational context. Another important point is CNR/CEB Resolution 4/2009, which standardizes and aligns the work of the EEA professional. In addition to this, another theoretical reference used was the Law of Persons with Disabilities, so that we could analyze the task that should be carried out by the ESL in accordance with the constitutional rights of students with SEN. Finally, Mantoan (2003) stresses that inclusion must not only take place in the classroom but must permeate the student's entire school context. Method: documentary research, which aims to examine the recruitment notices and job descriptions for ESA at IFMG, in order to identify the qualifications required, responsibilities assigned and competencies expected of these professionals. This analysis will allow the construction of a basis for assessing the alignment of IFMG's practices with national and international inclusive education policies. It is important to mention that the documentary research of the public notices followed the following order: 1. pre-analysis; 2. organization of the material and 3. treatment of the data. Results and Discussion: The results obtained revealed that, despite structural and operational challenges, IFMG's inclusion initiatives are largely effective. In this context, the policies and practices observed reflect the commitment to inclusive education, demonstrating well-structured approaches that support the integration of students with SEN, which are based on the analysis of institutional documents that show how IFMG has structured its EEA practices to better serve its students. Research Implications: It is recommended that other institutions consider IFMG's practices when developing or improving their own inclusion strategies, ensuring that ESA professionals are well equipped to respond to students' needs and to promote an inclusive educational environment. The practical recommendations derived from this study are aimed at improving inclusion strategies, strengthening the support offered to students with SEN, and enriching the educational experience of all students. Originality/Value: This study contributes to the literature by presenting the need to optimize the role of ESE professionals in EFA contexts, which are challenging due to special practical and technical requirements. In addition, this study indicates that inclusive educational practices that respond to the needs of students, considering that, at IFMG, the preparation and performance of ESL professionals are fundamental to ensuring that inclusion is more than a policy, but an effective practice that enriches the educational experience of students.