FROM WELCOMING TO AUTONOMY: AFFECTIVITY AND PEDAGOGICAL INTENTIONALITY IN THE CONSTRUCTION OF PRAXIS IN SPECIALIZED EDUCATIONAL SERVICES (AEE)

Abstract

This study examines the development of pedagogical praxis in Specialized Educational Assistance, with an emphasis on affectivity, teacher intentionality, and student autonomy. It is a reflective experience report based on practices carried out in a Multifunctional Resource Room. The study aims to analyze how the teacher’s methodological choices help identify and reduce barriers to participation and learning. The analysis connects descriptions of activities focused on welcoming students, recognizing emotions, developing identity, children’s literature, and visual arts with reflections on pedagogical mediation and Universal Design for Learning. The experiences reported indicate that offering different forms of communication and expression fostered student participation and created opportunities for students to express preferences, make choices, and produce their own learning resources. The study concludes that attention to each student’s individuality, combined with flexible planning and attentive, caring listening, helps expand student autonomy and guides efforts to overcome barriers in the school context.