Resumo

SZYMANSKI, Maria Lídia Sica  e  PRAUSE, Vanessa Fernandez. THE WORK ORGANIZATION OF THE PEDAGOGICAL SUPPORT TEACHER TO TEACHING THE STUDENT WITH ASD. Práx. Educ. [online]. 2025, vol.21, n.52, e13557.  Epub 16-Jun-2025. ISSN 2178-2679.  https://doi.org/10.22481/praxisedu.v21i52.13557.

Based on Historical-Cultural Psychology, it was investigated how the pedagogical work of the Support Teacher alongside the common teacher, is organized. Two municipal schools with the highest number of ASD students in the initial years of Fundamental School were selected, in each region from a municipality in western Paraná. Fifteen Support Teachers were interviewed, and a questionnaire was applied to the Special Education coordinator of the Municipal Department of Education. It was found that 80% of the Support Teachers worked with the scientific concepts organized by the Regent Teacher, and 100% adapted them in some aspect; 100% of the Support Teacher considered pedagogical resources essential. The organization of teaching by the PAP was analyzed, involving the relationship between the concepts taught by the regular teacher and the concepts taught by the PAP, support resources, adaptations and pedagogical practices, and assessments. Regarding the organization of schoolwork, teaching activity hours and sources used by PAPs as pedagogical didactic support were analyzed. It was found also that the pedagogical formative process of the Support Teacher is determinant for the scientific knowledge appropriation by students with ASD and, consequently, for their psychological development. Furthermore, to organize a quality educational process, the Support Teacher needs conditions such as: access to content previously worked on by the leading teacher, availability of pedagogical resources, dialogue with the lead teacher and subsidies from the school's pedagogical team aiming at an effective and necessary materialization of its social role: welcoming all students, with or without ASD.

Palavras-chave : pedagogical support teacher; special education; historic-cultural theory; autistic spectrum disorders.

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