PROPOSALS FOR IMPROVEMENT AND COMPARATIVE LAW IN PEDAGOGICAL SUPPORT FOR TEACHERS OF NEURODIVERGENT STUDENTS IN BRAZILIAN BASIC EDUCATION

Abstract

Serving neurodivergent students demands a specific type of training and management that has not been adequately observed in current school conditions. This practical implementation of these measures has been marked by significant gaps that end up making the conditions of pedagogical work that must be developed in an inclusive classroom precarious. At the same time, several localized foreign and national educational practices emerge as possible guidelines for improving psychological assistance to teachers. The general objective of the article is to analyze improvement proposals arising from Comparative Law that can improve the conditions to support the mental health of Brazilian basic education teachers, responsible for teaching neurodivergent students. The methodology used uses a bibliographical review extracted from books and scientific articles within a qualitative approach. Results obtained suggest that international and local examples could inspire the national implementation of an efficient public pedagogical policy to guarantee basic education teachers the appropriate structure to manage inclusive classrooms.