<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2178-2679</journal-id>
<journal-title><![CDATA[Revista Práxis Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Práx. Educ.]]></abbrev-journal-title>
<issn>2178-2679</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual do Sudoeste da Bahia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-26792025000100103</article-id>
<article-id pub-id-type="doi">10.22481/praxisedu.v21i52.13557</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A ORGANIZAÇÃO DO TRABALHO DO PROFESSOR DE APOIO PEDAGÓGICO PARA O ENSINO DO ALUNO COM TEA]]></article-title>
<article-title xml:lang="en"><![CDATA[THE WORK ORGANIZATION OF THE PEDAGOGICAL SUPPORT TEACHER TO TEACHING THE STUDENT WITH ASD]]></article-title>
<article-title xml:lang="es"><![CDATA[LA ORGANIZACIÓN DEL TRABAJO DEL DOCENTE DE APOYO PEDAGÓGICO PARA LA ENSEÑANZA DEL ALUMNO CON TEA]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Szymanski]]></surname>
<given-names><![CDATA[Maria Lídia Sica]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Prause]]></surname>
<given-names><![CDATA[Vanessa Fernandez]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual do Oeste do Paraná Campus de Cascavel ]]></institution>
<addr-line><![CDATA[Cascavel PR]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual do Oeste do Paraná Campus de Cascavel ]]></institution>
<addr-line><![CDATA[Cascavel PR]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>21</volume>
<numero>52</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-26792025000100103&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-26792025000100103&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-26792025000100103&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: Com fundamento na Psicologia Histórico-Cultural, investigou-se a organização do trabalho do Professor de Apoio Pedagógico (PAP), que atua ao lado do professor comum, junto ao aluno com Transtorno do Espectro Autista (TEA). Selecionaram-se duas escolas municipais em cada região de um município do oeste paranaense, com maior quantidade de alunos com TEA em classes regulares dos anos iniciais, com atendimento de PAPs. Entrevistaram-se 15 PAPs e aplicou-se um questionário ao coordenador de Educação Especial da Secretaria Municipal de Educação. Verificou-se que 80% dos PAPs trabalhavam com os conceitos científicos organizados pelo professor regente, e 100% os adaptava de alguma forma; 100% dos PAPs consideravam recursos pedagógicos imprescindíveis. Analisou-se a organização do ensino pelo PAP, envolvendo a relação entre conceitos trabalhados pelo professor regular e os trabalhados pelo PAP, recursos de apoio, adaptações e práticas pedagógicas. Quanto à organização do trabalho escolar, refletiu-se sobre a hora-atividade docente e as fontes utilizadas pelos PAPs como apoio didático-pedagógico. Constatou-se um avanço na formação pedagógica do PAP, fator determinante para que o aluno com TEA se aproprie dos conhecimentos científicos e por consequência ocorra seu desenvolvimento psíquico. Ressalte-se que para a organização do ensino de qualidade, o PAP precisa de condições como: acesso prévio aos conteúdos trabalhados pelo professor regente, disponibilidade de recursos pedagógicos, diálogo com o professor regente e subsídios da equipe pedagógica, visando a necessária materialização do papel social da escola: acolher os alunos, com ou sem TEA.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: 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.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN: Basada en la Psicología Histórico-Cultural, se indagó la organización del trabajo del profesor de apoyo pedagógico (PAP), que enseña junto al docente principal a estudiantes con Trastorno del Espectro Autista (TEA). Fueron seleccionadas dos escuelas municipales en cada región de un municipio del oeste de Paraná, con mayor número de alumnos con TEA en clases regulares en los primeros años. Se entrevistaron 15 PAP y se aplicó un cuestionario al coordinador de Educación Especial de la Secretaría Municipal de Educación. El 80% de los PAP trabajó con conceptos científicos organizados por el docente, y el 100% los adaptó de alguna manera, considerando los recursos pedagógicos esenciales. Se analizó la organización de la enseñanza por parte del PAP, involucrando la relación con los conceptos trabajados por el docente regular, recursos de apoyo, adaptaciones y prácticas pedagógicas. En cuanto a la organización del trabajo escolar, se reflexionó sobre las horas-actividad docente y las fuentes utilizadas por ellos como apoyo didáctico-pedagógico. Se notó un avance en la formación pedagógica de los PAP, factor determinante para que los estudiantes con TEA adquieran conocimientos científicos y, en consecuencia, para que se produzca su desarrollo psíquico. Sin embargo, para la organización de una enseñanza de calidad, el PAP necesita condiciones como: acceso previo a los contenidos trabajados por el docente regente, disponibilidad de recursos pedagógicos, diálogo con el docente regente y subsidios del equipo pedagógico, apuntando a la efectiva y necesaria materialización del papel social de la escuela: acoger a los alumnos, con o sin TEA.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[professor de apoio pedagógico]]></kwd>
<kwd lng="pt"><![CDATA[educação especial]]></kwd>
<kwd lng="pt"><![CDATA[teoria histórico-cultural]]></kwd>
<kwd lng="pt"><![CDATA[transtorno do espectro autista]]></kwd>
<kwd lng="en"><![CDATA[pedagogical support teacher]]></kwd>
<kwd lng="en"><![CDATA[special education]]></kwd>
<kwd lng="en"><![CDATA[historic-cultural theory]]></kwd>
<kwd lng="en"><![CDATA[autistic spectrum disorders]]></kwd>
<kwd lng="es"><![CDATA[docente de apoyo pedagógico]]></kwd>
<kwd lng="es"><![CDATA[educación especial]]></kwd>
<kwd lng="es"><![CDATA[teoría histórico-cultural. trastorno del espectro autista]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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