Special Education Policies and school mediation in municipalities of Central-South Rio de Janeiro: from the right to mediation to the mediation of law

This article aimed to investigate the profile and performance of the school mediator in municipalities in the Central-South Region of Rio de Janeiro. The research analyzed how inclusive education policies are implemented in schools through the Theory of Action. A qualitative study of a descriptive nature, involving semi-structured interviews and documentary analysis of municipal regulations, was conducted. The results revealed a gap between laws and the reality of the surveyed schools, along with a multifunctional performance of mediators hindered by inadequate training. The lack of clear regulations has led to misunderstandings. The inclusion of the mediator in the school context is necessary, also ensuring their permanence, participation, and learning, de facto or de jure.