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Copyright of Revista @mbienteeducação is the property of Nucleo de Publicacoes Institucionais and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The complexity of the autism spectrum disorder has mobilized the teaching profession in the school context. So, it is necessary to reflect on teacher training to deal with the teaching of students with that diagnosis. This paper, which is the result of a master's research carried out in a special education school located in a country town in the state of São Paulo, aims to discuss how the teacher, who becomes a researcher of his own practice, articulates the relationships between the cultural-historical theoretical framework and the pedagogical practice. The participants were the teacher, graduated in Pedagogy with a Masters Degree in Education, and his student with autism spectrum disorder. During the school year, the teacher recorded his classes on video, which was later transcribed. When basing his practice on the aforementioned theory, he started to consider activities that favored the student's immersion in the symbolic sphere, having as a primordial element, the role of sign language. The microgenetic analyzes show evidence that: 1. the change in teaching practice was a (in) tense process; 2. the comings and goings of the transformation process reveal the tensions between the appropriation of a theoretical framework and the way of carrying out the pedagogical practice; 3. the production of pedagogical knowledge comes from the movement between theory and practice. [ABSTRACT FROM AUTHOR]