A sala de recursos multifuncionais na percepção dos estudantes com deficiência

• Ano de defesa: 2021
• Autor(a) principal: Almeida, Franciskely Eloy
• Orientador(a): Ribeiro, Solange Lucas
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual de Feira de Santana
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: DEPARTAMENTO DE EDUCAÇÃO
• País: Brasil
• Palavras-chave em Português: Sala de recursos multifuncionais; Atendimento educacional especializado; Estudantes com deficiências
• Palavras-chave em Inglês: Multifunctional resource room; Specialized educational service; Students with disabilities
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO; TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO ESPECIAL
• Link de acesso: http://tede2.uefs.br:8080/handle/tede/1621

This work has as its theme the Multifunctional Resource Rooms (SRM), with the general objective to understand the perceptions of students with disabilities about the Multifunctional Resource Rooms (SRM) and the Specialized Educational Service (AEE) in three municipal schools in Feira de Santana. The specific objectives are: to discuss the official documents related to the SRM and the AEE, identifying the approximations and distances in relation to the school reality; to verify, through a comprehensive-interpretative analysis of the narratives, if students with disabilities consider MRS as a place for promoting learning and building identities; and characterize, through the perception of students with disabilities, the limits and possibilities that the MRS offer in terms of meeting their needs. With this intention, we sought to answer the following central question: "how do students with disabilities, from elementary school in the municipal network of Feira de Santana, perceive the Multifunctional Resource Rooms (SRM) and the Specialized Educational Service (AEE)?". The theoretical support of the research was based on the studies of Lev Vygotsky and other scholars on the subject and, for its development, the methodological option was for a qualitative approach, based on narratives, in an attempt to apprehend the meaning of the subjects' experience, opening space for the expression of their subjectivity. The researched subjects were twelve students with disabilities from three municipal schools. From the narrative interviews, it was found that, although the MRS play an important role in the inclusion and learning of these students, there are still misunderstandings about their role and there is a gap between what is in the law and the reality found in the AEE offered in these educational spaces.