PATHWAYS TO AUTONOMY IN SPECIALIZED EDUCATIONAL SERVICES (AEE): TEACHER MEDIATION FOR PARTICIPATION AND LEARNING

Abstract

This article discusses pedagogical mediation as a pathway to developing autonomy and participation among students in Specialized Educational Services (AEE, in Portuguese). It is a theoretical and propositional reflection with a qualitative approach, developed from observations of teaching practice in AEE and dialogue with the literature on inclusive education. The objective is to analyze how observing students’ individual characteristics, identifying barriers, and intentionally providing support can expand their possibilities for communication, choice, and action in school life. The methodological pathway connects observation of everyday school life, the definition of contextualized objectives, and reflection on pedagogical practice, considering accessible resources and the principles of Universal Design for Learning. The reflection highlights the relevance of recognizing expressions of autonomy in choices, refusals, the communication of needs, and requests for help, even when students require support. It concludes that mediation in AEE contributes to this process when support is planned, monitored, and connected to opportunities for participation in mainstream classrooms and other school settings. The study contributes to revising teachers’ expectations and recognizing students as subjects with rights and agents of their own learning.