Introduction / Rationale: This study, part of a doctoral dissertation, explores the professional field of occupational therapy in Brazilian basic education and examines the practices of occupational therapists directly hired to work in schools.
Objectives: To outline the relationship between occupational therapy and this educational level and analyze the specific professional practices of occupational therapists employed by public and private education sectors in Brazil.
Methods / Approach: Data collection involved (1) an online nationwide survey, disseminated with the support of professional networks and representative entities, and (2) interviews with occupational therapists working in education.
Results / Practice Implications: This professional field has developed primarily since the 2000s, characterized by fluid boundaries, a broad yet loosely structured scope, and a fragmented conceptual framework. Professional practices often emerge spontaneously, shaped by familiar theoretical-methodological approaches and external actors’ perceptions of occupational therapists' roles. Hiring motivations frequently stem from prior knowledge of their work in rehabilitation institutions, whether in clinical practice or special education.
Conclusion / Significance to the Occupational Therapy Profession: We advocate for expanding occupational therapists’ contributions to formal Basic Education that is public, high-quality, diverse, radically inclusive, and genuinely democratic—ensuring equitable access to tools essential for well-being.