Coordination between Regulatory Organs and Schools in Special Education: The Figure of the Teacher Specialized in Curriculum

Abstract

Teacher training in Brazil, particularly for Special Education, has evolved significantly since the late 19th century. Despite progress, challenges remain in adequately preparing Special Education teachers, highlighting the need for specialized training. This study employed a qualitative, historical, and documentary approach to examine the role of Curriculum Specialist Teachers (PECs) in São Paulo's Special Education. Document analysis focused on regulatory frameworks, guidelines, and policies to understand PECs' development and framework. Findings indicate substantial gaps in continuous training for Special Education teachers, emphasizing the necessity for a multidisciplinary and collaborative approach. Training often lacks continuity, failing to fully address the complexities of Special Education. Pedagogical Centers are identified as crucial for providing meaningful support and training for teachers. PECs play a vital role in connecting policy directives with classroom practices, aiming to enhance educational inclusivity and quality. The study highlights the urgent need for ongoing, targeted training for Special Education teachers and emphasizes the critical role of PECs in teacher support and policy implementation. Collaborative efforts between PECs and Pedagogical Management Coordinators are key to effective curriculum implementation and pedagogical oversight, leading to improved teaching quality and student outcomes.