Auxiliar de professor/a: um breve histórico sobre esse profissional

Considering the existing divergences in the demands and functions of the so-called teaching assistants, this article poses the following problematizing question: what are the functions of the teaching assistant, and what criteria are used for their hiring as described in the documents? The objective is to analyze the history of the profession based on legislation. This is an excerpt from ongoing research within the National Network Professional Master's Program in Inclusive Education (PROFEI), linked to Research Line 3: "Educators' Training Practices and Processes for Inclusive Education" and to the Learning Processes Study and Research Group (Gep-ProA). The methodology used was a bibliographic review from the Coordination for the Improvement of Higher Education Personnel (CAPES) databases, the Scientific Electronic Library Online (SciELO), and official documents provided by the Ministry of Education. The data were analyzed according to authors in the field. The study found divergences regarding the real responsibilities of the professional, which currently are limited to basic care related to mobility, feeding, and personal hygiene of students from Special Education. Additionally, there is a lack of criteria regarding professional training for working in the field. Therefore, the need to value this professional is highlighted, with a title coherent with the responsibilities, well-defined admission criteria, and the right to continuous training.