This study presents an overview of the situation about the teaching career in Brazil in what gives teachers of Basic Education of the Ministry of Education of the public education networks that operate in Special Education. Thus, it has the general objective of analyzing the career structure of teachers of Special Education in the Plans of Positions, Careers and Remuneration (PCCR) of the state education networks of the Brazilian federation. Thus, it sought to analyze the repercussions of policies on work, career, and teacher appreciation in the context of the transformations of capitalism with developments in the historicity of teaching in Special Education, as well as to analyze and identify the structuring of the career in the PCCR for the teaching networks of the Brazilian states with a focus on the Special Education teacher about training, position, entry, and part of the remuneration in which the pecuniary advantages are allocated. In this sense, it presents as a problem the following question: what is the treatment given to the teacher (a) of Special Education in the career plans of the teaching networks of the Brazilian states? Methodologically, this study is defined and structured as documentary research in the light of dialectical historical materialism. The survey data were collected from the 27 PCCR of Brazil's public state networks, available on the websites of the state education secretariats, legislative assembly websites, state governments, and teachers' unions. The results of the research show that the PCCR under study present in their structure evidence of each historical period, confirming or denying the reality to which it belongs, thus, we identified PCCR that in the treatment of teachers of Special Education refer to concepts of segregation, integration or inclusion in the public network. As for training, the PCCR showed generalist training in 17 (seventeen) PCCR, only the PCCR of the states Acre (1999), Roraima (2013), Alagoas (2000), Bahia (2002), Maranhão (2013), Pernambuco (1998), Distrito Federal (2013), Espírito Santo (1998), Santa Catarina (1992) and Rondônia (2012) specifies the training to work in Special Education, as was observed with the positions. The positions identified were: 1) Teacher of Special Education or Teacher of Specialized Educational Attendance, appearing in the PCCR of Acre (1999), Alagoas (2000), Bahia (2002), Maranhão (2013) and Santa Catarina (1992). 2) Teacher of Basic Education or Initial Series of Elementary School and Early Childhood Education, appearing in the PCCR of Espírito Santo (1998), Distrito Federal (2013) and Pernambuco (1998). And 3) Teacher of Libras, Professor Braillista and Caregiver, in this group are present the PCCR of Acre (1999), Rondônia (2012) and Roraima (2013). The findings showed that entry into public service in all units of the federation is allowed by a public contest of tests and/or tests and titles. As for the remuneration aspect, concerning the financial advantages, we found that 13 (thirteen) PCCR do not include financial advantages for the teachers of Special Education, as for those who present these advantages, we highlight 14 (fourteen) PCCR, which are: Acre (1999), Amapá (2005), Pará (2010), Rondônia (2012), Roraima (2013), Bahia (2002), Ceará (1993), Maranhão (2013), Alagoas (2002), Piauí (2006), Distrito Federal (2013), Paraná (2004), Santa Catarina (1992) and Rio Grande do Sul (1974).We conclude that the Special Education teachers contemplated in the PCCR of Brazil are still camouflaged, generalized before the other functions of the teachers of Basic Education since the positions to act in Special Education still need to be identified by the managers. Thus, we infer that the pecuniary advantages, in the bulge of the teaching valorization still need to be better perceived, due to the great complexity in the definition of the work in Special Education. Thus, this study can contribute to discussions about career and remuneration enhancement policies for Special Education teachers.
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