Salas de Recursos Multifuncionais nas Escolas do Campo no Brasil no período de 2011 a 2025

Abstract

This study analyzed the role of Multifunctional Resource Rooms in schools of Education in the Countryside in Brazil between 2011 and 2025, with a focus on services provided to the Target Population of Special Education. Specialized Educational Support is understood as a teaching modality that offers resources and services aimed at the inclusion of students with disabilities, developmental disorders, and high abilities/giftedness. The research is characterized as a literature review, consisting of articles, dissertations, and theses selected from national databases. Data analysis was conducted using content analysis techniques, including categorization, coding, and interpretation. The results indicate that school inclusion in Education in the Countryside contexts is shaped by sociocultural, structural, and territorial processes, revealing both advances in the provision of services and limitations related to teacher training, infrastructure, logistics, and regional inequalities. It is concluded that, although Multifunctional Resource Rooms are essential for educational inclusion, their effectiveness depends on the adoption of contextualized pedagogical practices, continuous teacher education, and the implementation of public policies sensitive to the specificities of Education in the Countryside.