Resumo

FICAGNA, Rosilei Gugel  e  PIECZKOWSKI, Tania Mara Zancanaro. Perceptions of the assistant teacher: limits and contributions in the learning process of disabled students. Práxis Educativa [online]. 2019, vol.14, n.2, pp.507-526.  Epub 14-Jun-2019. ISSN 1809-4309.  https://doi.org/10.5212/praxeduc.v.14n2.006.

The Special Education Policy of Santa Catarina provides the performance of the assistant teacher as a possibility of inclusion of students with disabilities. This article aims to analyze how this professional perceives his/her limits and contributions in the learning process of students with disabilities in regular classes of elementary schools within the scope of Regional Education Management (GERED) of the Regional Development Agency (ADR) of Palmitos (SC). The methodological procedures were narrative interviews with eight assistant teachers, from eight municipalities. The empirical materialities were organized into thematic groupings and examined from the perspective of discourse analysis. The research shows the limits and possibilities, as also as the duties of the assistants need to be more explicit for these professionals, for the school teaching body and for the school and state policies of special education administrators.

Palavras-chave : Special Education Policies in Santa Catarina; Assistant teacher; Inclusion.

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