Law No. 12,764/2012, also known as the Berenice Piana Law, is an important guide in ensuring access to education for people with Autism Spectrum Disorder. It highlights the obligation of school mediation based on specialized monitoring. The presence of the Therapeutic Companion as a mediator in the teaching, learning and inclusion process plays an extremely important and multifaceted role. The educational inclusion policy for children with ASD understands that individuals with disabilities must have access to education, participate in educational activities and learn. In view of this, the importance of cultural competence and diversity in the training and practice of Therapeutic Companions is emphasized, including sensitivity to cultural beliefs, values and practices, and the ability to provide culturally responsive care to individuals from diverse backgrounds. This study aims to understand aspects of Therapeutic Companions' narratives about their training process and relationships with their educational experiences with children with Autism Spectrum Disorder (ASD) in school environments in the city of Recife in Pernambuco. The research methodology will be through exploratory research, considering that it helps to establish an initial base of knowledge on the subject, providing an overview and identifying possible patterns, ideas or hypotheses. The approach will be qualitative, considering that the analyzed object of study cannot be quantified, and will be based on historical-cultural theory, considering the relevant role given to social interaction and artifacts, in the space created by the contextualized conditions of school education. For data collection, we will use the focus group technique to explore different points of view on Therapeutic Support in the school environment for children with Autism Spectrum Disorder (ASD), based on the Therapeutic Supporters themselves who will participate in the research, thus identifying their training processes, and relationships with their educational experiences, seeking to understand social dynamics and generate ideas in this context. We opted for a remote data collection and we will use narrative analysis as a data analysis method, which is a qualitative research method, which focuses on the collection and analysis of stories, personal reports or narratives of individuals. This work will certainly contribute with data and concomitant scientific practices for education.