The main objective of this final course work was to problematise the laws and guidelines for teachers and mediators of inclusive education in a public school in the north of Manaus, highlighting challenges based on the reports of professionals who work in the basic education network. Based on qualitative and historical-critical methodology - on the theme, the analysis of the laws and guidelines listed here, as well as the interviews conducted - the broad objective was to discuss aspects of public policies that guide and ensure the professional who works with children on the autistic spectrum in a CEMEI - Municipal Centre for Early Childhood Education located in the northern part of the city of Manaus/Amazonas. To this end, we conducted three structured interviews with two teachers and a mediator from this CEMEI. The experiences presented in the classroom show that most of the teachers and the mediator interviewed felt that they did not have adequate support, undergoing training during their work that proved to be insufficient for dealing with pupils with a disability or disorder, depending on whether it was diagnosed or not. This leads us to point out that both teachers and mediators need a continuous training programme focused on inclusive education. In this sense, parents also point to the need for pedagogical support and accompaniment. When they present their suffering and anguish, they often place expectations of a ‘cure’ and care in the mediator's presence, guaranteed by law, which depends on multidisciplinary teams and community relations of belonging in joint action with the school. In this way, we seek to uncover the contradictions between laws and guidelines on inclusive education and the daily school life of these professionals.
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