Sala de recursos multifuncionais : desafios e possibilidades das práticas pedagógicas

Abstract

Focusing on Praia Grande, in the Baixada Santista region, this study investigates the pedagogical practices employed in Multifunctional Resource Rooms (MRR) for students with disabilities in basic education. The study also examines teacher training, including their challenges and possibilities. Based on the statistical synopses from the Anísio Teixeira National Institute of Educational Studies and Research (INEP) Legislation and Documents (Brazil, 2016, 2020a, 2020b), the first phase of the investigation highlights that the number of students in Early Childhood Education and Elementary Education increased from 1,213 in 2016 to 1,888 in 2020. In this sense, the challenging pedagogical practices in Specialized Educational Assistance (SEA) at the MRR stand out, along with the training of teachers and the pedagogical organization, all of which face obstacles and possibilities and have been experiencing new demands since then. In view of this, the research starts from the following question: What are the pedagogical practices of MRR teachers who work in SEA in Praia Grande, based on their teacher training, considering their challenges and possibilities? From this perspective, the general objective of this study is to analyze the pedagogical practices developed at the MRR, identifying and discussing the challenges and possibilities related to teacher training. This work includes the following specific objectives: 1st, understanding the political context and conducting a systematic review of the literature; 2nd, establishing dialogue with theoretical references; 3rd, describing the research methodology, procedures, and data collection instruments within the context of Praia Grande, and 4th, performing content analyses of the collected data. This research is justified by the need to improve the pedagogical practices of MRR teachers in working with students with disabilities, focusing on understanding their specific needs and optimizing their learning. The study is grounded in the work of authors who discuss school inclusion and specialized educational services (Mantoan, 2003, 2006, 2011; Glat, 2007; Pletsch, 2009, 2012; Veiga-Neto; Lopes, 2011), teacher training (Freire, 1992, 1996, 2013, 2019; Tardif, 2005, 2006, 2013; Abdalla, 2006, 2011, 2017, 2023) and inclusive pedagogical practices (Abdalla, 2020; Almeida; Abdalla, 2017; Abdalla; Almeida, 2020), among others. Employing a qualitative and exploratory field research approach, the study utilized questionnaires and interviews to describe the dynamic relationship between the organization of pedagogical practices and the services provided at the MRR, with the goal of analyzing the categories and units of meaning identified through content analysis. The results suggest that MRR teachers are crucial in fostering more inclusive educational environments by endeavoring to establish collaborative learning spaces. Our challenges include difficulties in communication between SEA and regular classroom teachers, the insufficient number of MRRs, the high demand from students with disabilities, and the need for support. This Thesis is expected to encourage further research on this topic and to contribute to MRR teachers' ability to overcome training needs, address challenges, and share their pedagogical practices, experiences, and questions, fostering a fairer and more inclusive education.