OS SABERES DE EXPERIÊNCIA: INTERSECÇÕES ENTRE O PROFESSOR E A PRÁXIS DO EDUCADOR DO AEE

This article, derived from the master's dissertation titled "The Knowledge of Experiences in Inclusive School Education: The Educator's Praxis Through Life Stories in Specialized Educational Support (AEE)," explores the knowledge of experience within the context of Specialized Educational Support (AEE) through a qualitative approach based on educators' life histories. The study aims to analyze how teaching experiences contribute to the construction of inclusive, critical, and emancipatory pedagogical practices. The investigation draws on theoretical frameworks such as Walter Benjamin (1987), Paulo Freire (1996), Maurice Tardif (2014), and István Mészáros (2002), integrating them with participants' narratives. Findings indicate that knowledge of experience emerges from the interaction between pedagogical practice and critical reflection on the conditions imposed by the neoliberal educational system, highlighting its importance in constructing an educational praxis committed to inclusion and social transformation. It concludes that this knowledge should be recognized and valued as an essential component in teacher education and the fight against social and educational exclusions, fostering an effectively inclusive and historically contextualized education.