Educando na diversidade : a questão da sala de recursos multifuncionais

Abstract

With the definition of the concept of inclusion in the 1980, Inclusive Education came to be seen with another 'look': a look of respect for differences and diversity. With the advent of this new perspective, inclusion becomes an integral part of the work to be carried out in regular schools. In addition to the guarantee of access, permanence and participation of the target public students of Special Education in regular schools, these students are also guaranteed the right to Specialized Educational Assistance. In order to guarantee the provision of this service, Multifunctional Resource Rooms were implemented in regular schools in order to contribute to the inclusion process. Faced with this new reality emerges the need for reflection on relevant themes the school inclusion of the target public students of Special Education as subjects of law. In this sense, the present research aims to analyze if the institutionalization of Multifunctional Resource Rooms can represent an alternative for the development of an Inclusive Education in order to respect diversity. The study presents an expanded view of the concept of diversity highlighting the range of specificities - issues of gender and sexuality, culture, socioeconomic factors, and disabilities - that if addressed in the school context can contribute to the development of a truly inclusive education. It emphasizes concepts related to Inclusive Education, as well as presents a brief history of Special Education. In the light of these conceptions, it discusses the role of teacher education, Specialized Educational Assistance and Multifunctional Resource Rooms in the development of Inclusive Education in which access, participation and learning of students with disabilities, global development disorders, and High skills / giftedness. It also addresses the reflexes of the actions of the teacher of the Specialized Educational Attendance and the relevance of the establishment of a collaborative work between this professional and the teacher of the regular classroom with a view to the full development of the students targeted by Special Education. The work is anchored in the principles of the qualitative approach, developing in two stages: documentary and empirical. The first stage is characterized by the construction of the theoretical contribution from the analysis of documents guiding the institutionalization of the Resource Rooms and the bibliographic review. The second stage consists of empirical research. This phase of the study is about the investigation of a school in the municipal school network in Goiânia, which has a Multifunctional Resources Room, which is set up in a case study. The results of the research indicate that there are still aspects that need to be improved so that the Multifunctional Resource Room can fully achieve its purpose, they are: teacher training; Organization of the resource room; Pedagogical practice. It is clear that teachers do not have the appropriate training to provide them with the necessary subsidies to work in an inclusive perspective, with the exception of the teacher of the Specialized Educational Assistance. In addition, the organizational aspects of the Multifunctional Resource Room leave many gaps in the definition of its operation, just as there is no articulation between the pedagogical practice developed in this in the regular classroom and in the Multifunctional Resource Room demonstrating the lack of collaborative work.