As salas de recursos multifuncionais/salas de recursos das escolas da Rede Municipal de Educação do município de São Mateus: itinerários e diversos olhares

• Ano de defesa: 2013
• Autor(a) principal: Zuqui, Francielle Sesana
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Mestrado em Educação; Centro de Educação; UFES; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Special education; School inclusion; Multifunctional resource classrooms; Specialized educational service; Atendimento educacional especializado; Sala de recursos multifuncionais; Educação especial.; Educação inclusiva - São Mateus (ES).; Inclusão escolar.; Educação; 37
• Link de acesso: http://repositorio.ufes.br/handle/10/2359

This study seeks to understand the schooling dynamics of students into special education with a focus on specialized educational attendance that involves common classroom and Multifunctional Resources Classroom/Resources Classroms (MRCs/RCs) of municipal schools in the municipality of São Mateus. It took as its starting point the study of the Observatório Nacional de Educação Especial (ONEESP) that focuses on a nationwide evaluation of the Multifunctional Resources Classrooms deployment program.Two work fronts were used, namely: the narratives of specialized teachers from the municipality and observation of a particular case, focusing on a student with Asperger syndrome. It sought to contribute to ONEESP’s studies by considering the case of the municipality, as to the operation of MRCs in municipal schools, the subjects and the professionals involved in this process. Due to the proximity to the field of education and also social, the thought Boaventura de Souza Santos was elected as theoretical reference for this research, as well as other authors that supported this study discussions. It was adopted as methodological approach, the ethnographic study of case, and as instruments for data collection: the focal group, observation - recorded in field diary - and the conduction of semistructured interviews. As results, it’s pointed out the movements of the municipal schools, as well as the observed school, in search of an education from the perspective of Inclusive Education; it brings the general data of the municipality, the process of education of the students into Special Education, focused in the teaching in the common classroom and in the learning process during the specialized attendance that happens in MRCs as well as the pedagogical practices developed in the space of MRCs. It evidences the issue of training, the relationship between planning of activities in specialized educational service and common class' curriculum, collaborative action between specialized teachers and common classroom teachers, the methodology worked with students with disability, the need for joint planning between the teacher acting in specialized educational service and the teacher who supports educational activities in common classroom, the multifunctionality assigned to specialist teacher, the difficulty of access to public transportation by students, the role and function of teachers acting in specialized educational services, the possibilities and limits that MRCs offer as support service. The strategies used by the school in order to promote the inclusion of students with disabilities, as well as the difficulties and tensions were perceived during everyday practice as a potential incentive for new actions. Although many contradictions are presented, the study shows that the student showed academic progress, teachers in both common e specialized classroom, as well the school managers, took on the challenge of schooling of the student, betting on his educability.