O funcionamento das salas de recursos nas escolas estaduais no município de Ponte Nova-MG: avanços e desafios

Abstract

The present dissertation was developed within the scope of the Professional Master's Degree program in Management and Evaluation of Public Education (PPGP) at the Center for Public Policies and Evaluation of Education at the Federal University of Juiz de Fora (CAEd/UFJF). The management case studied is presented from the perspective of an educational analyst from the Inclusion Support Service (SAI) of the Regional Superintendence of Education (SRE) in Ponte Nova, Minas Gerais (MG). It is a comparative study between the only two schools in the municipality of Ponte NovaMG within the state education system that currently have Multifunctional Resource Rooms (SRM). The general objective of the study was to monitor the implementation of the SRMs in both schools to understand the challenges and progress made, aiming for the SAI team to contribute with more assertive guidelines, as well as for the implementation of other SRMs in the region. The specific objectives defined were: (i) to describe the implementation of the SRMs in the two state schools in the municipality of Ponte Nova-MG; (ii) to analyze, in a comparative manner, the procedures related to the SRM in each school for Specialized Educational Assistance (AEE); (iii) to propose improvements in the management of the SRMs, establishing procedures and strategies that can be aligned with the SAI. The theoretical framework adopted to approach Public Policy of Special Education from the perspective of Inclusive Education (2008), the policy cycle developed by Ball (1992) and his collaborators, widely discussed by Mainardes (2018). We considered the perspective of special education in the context of inclusive education as presented by researchers such as Mantoan (2022), Glat (2018), Mendes (2016), Benitez (2015), Domeniconi (2015), among others. The research procedures were organized in two stages: (i) document analysis of records related to the SRMs of the two schools; (ii) interviews with the principals, basic education specialists (EEBs), and teachers of the SRMs in these schools. The aim was to identify, through records and narratives, the advances and challenges that could help the SAI team formulate more precise guidelines for the functioning of the SRMs in the Ponte Nova-MG region. Among the main conclusions of the study, it was found that documents such as the Political Pedagogical Project (PPP) and the Specialized Educational Service Plan (PAEE) of the researched schools do not provide clarifying pathways regarding the practice of special education from the perspective of inclusive education; there is a need to improve the ongoing training process for educators; and the actions of the SRMs are not systematized, making it difficult for the management team to monitor them. The educational action plan (PAE) of this dissertation proposes actions and strategies that systematize successful practices carried out by schools and presents a possible pathway to contribute to overcoming the challenges encountered, aiming to strengthen practices related to special education from the perspective of inclusive education.