Análise da atuação colaborativa entre professor titular e profissional de apoio educacional

Abstract

The inclusion of students with Autism Spectrum Disorder (ASD) in schools represents one of the greatest challenges in contemporary education, requiring a reorganization of pedagogical practices, the strengthening of inclusive public policies, and collaborative action among the various professionals within the school environment. In this context, this study aims to analyze the collaborative work between the classroom teacher and the educational support professional during the process of including students with ASD in mainstream education. This is a descriptive field study with a qualitative approach, conducted with four classroom teachers and four support professionals working in public basic education schools in Tabatinga. Data collection was carried out using a semi-structured questionnaire, making it possible to identify perceptions regarding inclusion, pedagogical strategies employed, difficulties faced, and forms of collaboration between the professionals. Data analysis revealed that the partnership between the classroom teacher and the support professional significantly fosters the academic, social, and emotional development of students with ASD. However, the results also highlight challenges related to the lack of continuing education, the absence of joint planning, and the lack of clearly defined roles for support professionals. It is concluded that the realization of inclusive education depends on strengthening collaborative work, valuing professionals, and implementing public policies that ensure adequate conditions for specialized educational support.