The work of visual impaired teachers and school inclusion educators

Abstract

This article discusses the construction of the collaborative work between visually impaired teachers and Assistants to Support Students in schools in the municipal education network of Belo Horizonte. The data produced in the field were the result of semi-structured interviews, participant observation and a generating question regarding the topical life story of the two professors who spoke in the research. The cut is justified because it deals specifically with the training paths and the role of teachers in the world of work. The text is based on an approximate approach between the data produced in the field and the ergological notion of “Relatively Relevant Collective Entities - ECRP”, especially from authors such as Schwartz and Durrive (2010) and Efros (2014). It appears that an approximate approach between the results produced in the field and the concept of (ECRP) makes it possible to understand the work carried out by Teachers/Teachers with disabilities and their assistants as a partnership built as an ECRP, being important and necessary to consider the role of the Student Support Assistant in the educational process, even if this professional does not replace the teacher with a disability. There is, therefore, in the mediation of the teacher/student relationship, a new sociocultural subject, a subject who is neither a student nor a teacher, but who is equally active in the educational process. For this professional, a new term is envisioned that, in fact, qualifies and demonstrates their work, namely, Educator of School Inclusion.