The São Paulo City Hall has made a controversial decision by not allowing the entry of a therapeutic companion for a seven-year-old boy diagnosed with autism into a municipal school. This decision has left the child unable to attend classes, a situation that has deeply affected his education. According to the child's mother, the school has cited the lack of a formal bond between the therapeutic professional and the Municipal Department of Education as the reason for this prohibition. The child's need for assistance has been known since January, when the mother initially informed the school about the requirement for support, which had been provided during his time in private education.

The child's mother has been taking legal steps to ensure her son receives the necessary support, having successfully obtained funding from her health insurance about a year ago. A judge, Juliana Macri Gonçalves, acknowledged the importance of delivering appropriate multi-professional support to address the clinical needs associated with the child’s condition in her ruling. The mother emphasizes that the disparity in facilities between the private and public school systems is a significant factor contributing to the necessity for the therapeutic companion's presence.

This situation highlights ongoing challenges within Brazil's public education system concerning how it accommodates students with special needs. The mother's advocacy and the judicial support she has received underline the urgent need for reforms that facilitate inclusive education for all children, regardless of their socio-economic background or health status. The case raises important questions about the responsibilities of public institutions towards children with disabilities and their right to accessible education, and it may prompt further discussions about the integration of support services within public schools.