COLLABORATIVE PRACTICES BETWEEN REGULAR TEACHER AND SPECIAL EDUCATION TEACHER

Abstract

This study investigates collaborative practices between the regular classroom teacher and the Specialized Educational Assistance (AEE) teacher, highlighting how the articulation between these professionals strengthens school inclusion and pedagogical quality. The general objective is to analyze conditions for collaboration to promote curricular adaptations and individualized monitoring, reducing learning barriers in heterogeneous contexts. The methodology adopted is Bibliographic Research, organized through thematic delimitation, interpretive reading, and argumentative synthesis by axes, following André (1995) and Pádua (2004). The development takes Picolini and Flores (2021), Linhares (2025), and Alves and Souza (2025) as central authors, articulating inclusive pedagogical practices, analysis of collaborative work, and regular teacher training. The text addresses conceptions about teaching performance, joint planning strategies, and institutional challenges, connecting collaboration to educational rights and equity. It argues that collaborative practices require joint training, institutional time, and shared evaluation, ensuring that inclusion translates into real learning opportunities for students with special educational needs.