PRECEPTOR AND RESIDENT: A COLLABORATIVE WORK IN THE SCHOOL INCLUSION OF AUTISTIC STUDENTS (Atena Editora)

Abstract

This article connotes an experience carried out in a regular classroom in the Initial Years of Elementary School between a preceptor teacher and a resident of the Pedagogy Course at ``Universidade Federal de Pernambuco``, providing pedagogical assistance to an autistic student. It also exposes a brief theoretical basis constructed by authors such as Paulo Freire (1987), Shon, Dewey (1959), Bleuler (1911), among others, about the pedagogical residence, autism and collaborative work in initial historical representation and its contemporary construction. It aligns with liberating pedagogical practices by being part of the conception of practical rationality. To collect data, we used semi-structured interviews, according to Triviños (1987). The nature of this research is qualitative based on the methodological assumptions of a case study, according to Minayo (2011). As this is an ongoing investigation, it must be considered that only a part of the data collected is presented up to the limit of its current scope, however, in a state sufficiently capable of demonstrating the impacts caused in the student inclusion process autistic, subject of this study, resulting from the collaborative work between the preceptor teacher and the resident involved in it.