Law No. 12,764/2012, also known as the Berenice Piana Law, served as an important guideline in ensuring access to education for individuals with Autism Spectrum Disorder (ASD). It highlighted the mandatory provision of school mediation through specialized support. The presence of the Therapeutic Companion (TC) as a mediator in the teaching-learning and inclusion process played a highly significant and multifaceted role. The educational inclusion policy for children with ASD recognized that individuals with disabilities should have access to education, participate in learning activities, and achieve educational development. This study aimed to understand the meanings and perspectives expressed in the narratives of therapeutic companions regarding their training and professional practices with children with ASD in school contexts in the city of Recife, Pernambuco. The methodology adopted was exploratory research, which sought to provide an initial overview of the topic and to identify patterns and hypotheses. The investigation was based on historical-cultural theory, considering the importance of social interaction and cultural tools within the contextualized conditions of school education. The remote focus group technique was used to explore different perspectives on Therapeutic Companionship in the school context with children with ASD, focusing on the experiences and formative trajectories of the participants. Narrative analysis was employed as the qualitative method, enabling the interpretation of meanings constructed through the participants' experiences. The narratives were analyzed both individually and collectively, with an emphasis on identifying characters, settings, conflicts, and positions, which allowed for the construction of meaning units. The results revealed precarious working conditions, a lack of institutional support, the invisibility of the role, and tensions between educational and healthcare knowledge. At the same time, they highlighted the participants’ ethical commitment, the importance of ongoing training, and the desire for professional recognition. This study contributed data and reflections that strengthen the scientific debate on school inclusion, pedagogical mediation, and public policies related to the role of therapeutic companions in education.