Perceptions of the assistant teacher: limits and contributions in the learning process of disabled students

Authors

DOI:

https://doi.org/10.5212/PraxEduc.v.14n2.006

Abstract

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.

 

Keywords: Special Education Policies in Santa Catarina. Assistant teacher. Inclusion.

Author Biographies

  • Rosilei Gugel Ficagna, Universidade Comunitária da Região de Chapecó - Unochapecó
    Mestre em Educação pela Universidade Regional de Chapecó (Unochapecó); Especialista em Educação Básica e Coordenação Pedagógica. Graduada em Pedagogia.  Professora no curso de Pedagogia na Faculdade Santa Rita de Palmitos, SC. Professora no Estado de Santa Catarina. Tem experiência na área de Educação, com ênfase em Educação Especial.

  • Tania Mara Zancanaro Pieczkowski, Universidade Comunitária da Região de Chapecó (UNOCHAPECÓ)

    Doutora em Educação pela Universidade Federal de Santa Maria (UFSM); mestre em Educação pela Universidade de Passo Fundo (UPF); Graduada em pedagogia, especialista em Educação Especial e em Docência na Educação Superior pela Universidade Comunitária Regional de Chapecó (UNOCHAPECÓ); Diretora de Ensino na Unochapecó no período de 2009 a 2016.  Professora, pesquisadora e, atualmente, coordenadora do Programa de Pós-Graduação Stricto Sensu Mestrado em Educação (Unochapecó). Líder do grupo de pesquisa Desigualdades Sociais, Diversidades Socioculturais e Práticas Educativas (Unochapecó); integrante dos grupos de pesquisa Ensino e Formação de professores (Unochapecó); e Práticas Educativas e GEPE- Grupo de Estudos e Pesquisa em Educação Especial e Inclusão (UFSM). Autora e organizadora de livros, autora de capítulos de livros e de artigos científicos publicados em periódicos Qualis Capes.

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Published

2019-05-30

Issue

Vol. 14 No. 2 (2019): Seção Temática: PPGE-UEPG: 25 anos de história

Section

Artigos

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How to Cite

Perceptions of the assistant teacher: limits and contributions in the learning process of disabled students. Práxis Educativa, [S. l.], v. 14, n. 2, p. 507–526, 2019. DOI: 10.5212/PraxEduc.v.14n2.006. Disponível em: https://revistas.uepg.br/index.php/praxiseducativa/article/view/13133. Acesso em: 30 apr. 2026.

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