O Atendimento educacional especializado nas salas de recursos multifuncionais em um município do interior de Mato Grosso do Sul

Abstract

The Multifunctional Resource Rooms (MRR) have become the main locus where Specialized Educational Assistance occurs. With the legal provisions published by the government over the years, SRM were implemented in schools and became a source for research in the area of Special Education. Based on the study developed by the National Observatory of Special Education - ONEESP, searched for to investigate the Multifunctional Resource Rooms as a support service for all types of students of the Special Education Target Audience (PAEE), bringing results at the national level in some cities in the State of Mato Grosso do Sul. Perseveing that the reality and actions in the SRM are diverse, in which each situation is adapted according to the possibilities found, and understanding the complexity of the Brazilian reality in terms of the scope of its territory, cultural and educational particularities found, this work searched to know how the AEE occurs in the SRM of a city in the interior of the State. This study presents itself as a type of qualitative research, and had as participants three teachers working in the SRM and the person responsible for Special Education in the municipal education department. The instruments used for data collection were two: first, a questionnaire adapted from Machado 2017, applied to teachers that addressed issues related to academic and professional training, physical structure of the school, available materials and technological resources, characteristics of the service offered and the profile of the children, in addition to explaining the organization of the assistance provided. Subsequently, a semi-structured interview script, taken from the survey carried out by ONEESP, with questions raised by the person responsible for Specialized Educational Assistance at the Municipal Department of Education, was recorded and transcribed for analysis. The results obtained in the questionnaires were: the characterization of the schools participating in the study and their SRM; the teachers at this location have the necessary training, including specialization in the area of Special Education; assessment as a necessary part of the process of including students in these SRM, although without an established standard; the organization of appointments at the times established by the SRM teachers, following the criteria of the students' level of difficulty and the difficulties encountered by the teachers. In the interview with the manager, there was an explanation of how AEE occured in the city from the beginning; the training of teachers working in the SRM, the legislation that follows national and state provisions, the process of diagnosis and evaluation of students carried out at school with the psychologist and psychopedagogue and subsequent referral for confirmation of the diagnosis; the role of the SRM; and the resources that the municipality has, as well as the partnerships created, but which unfortunately have no duration. It is concluded that this place reflects the reality of the formation of practices and assistance to School Inclusion throughout Brazil, in an attempt to materialize the legal provisions created at national and state level, encountering difficulties, but with great effort on the part of those responsible agents and active in education for the effectiveness of SRM in the care of PAEE.