Um estudo sobre educação inclusiva em Conselheiro Lafaiete/MG: diálogo entre os professores das salas de recursos e os professores regentes

Abstract

The objective of this study is to investigate how works the articulation between the teachers of the Resource Room and the teachers of the classrooms in which students with disabilities and General Developmental Disorder are enrolled. This research is focused in the municipality of Conselheiro Lafaiete, in the Multifunctional Resource Rooms and in the schools that send their students to the specialized educational service. Based on the legal guidelines of the last two decades, SRM services have been implemented by education networks, since these legislations have assigned them an important role in the inclusion process of students with disabilities, GDD and high skills. In the discussion of Inclusive Education in the country, SRM assumed the task of identifying, elaborating and organizing pedagogical and accessibility resources which eliminate the barriers to the full participation of these students, and it is their role to offer the necessary support to children who need Special Education to make the school journey with quality. This dissertation presents the historical contextualization of the constitution of this Specialized Educational Assistance at national, state and regional level, deepening the process of implementation of the Resource Rooms in the Municipality of Conselheiro Lafaiete. The quality of the SEA offer made in the Resource Rooms is based on the perspective of the articulation between the professional responsible for this service and the teacher who works in the home school of the students served, once the actions developed in the resource rooms are adopted as strategies of complementation of the schooling process and must, necessarily, have effects in the school routine. The methodological approach used was the qualitative research. We use the documentary analysis of the Political Pedagogical Project of the schools that have enrollment of students with disabilities and the Plan of Attention of these students in the Resource Room. We conducted a focus group, with the intention of researching the forms of interaction between the specialized and the regent teachers and the main forms of articulation between the resource room teacher and the regent teacher and the interaction problems experienced by the resource room teachers and classroom. On the other hand, we understand, after the production of the data, that the alternative presented is the collective construction of interaction strategies between classroom teachers and those of the specialized assistance in the Resource Room.