Educação inclusiva: acompanhante terapeutico (at) no contexto sala de aula regular

Abstract

Abstract: This article discusses inclusive education from the perspective of the professional role of the Therapeutic Companion (TA) in the regular classroom context. The research has the general objective of investigating the role of the therapeutic companion in the regular classroom context, highlighting their importance for the process of school inclusion. To achieve this objective, a bibliographic review and analysis of scientific articles were carried out to examine the role of the therapeutic companion (TA) in the teaching-learning process of neurodiverse students. A questionnaire was applied to two therapeutic companions, in which they talked about their experiences with inclusive education, about the role of the Therapeutic Companion, the strategies and challenges and, finally, they made an evaluation and gave suggestions about the work of this professional. The application of the questionnaire was important to obtain the data necessary for the analysis proposed in this work. Through the literature and the responses collected, it was possible to better understand the behavior and perceptions of the target audience in relation to the studied topic. The information obtained contributed directly to the construction of the analysis of the results and to the formulation of the conclusion of the article, ensuring greater support and credibility to the final considerations.