As condições de funcionamento das salas de recursos multifuncionais e do trabalho pedagógico do professor na oferta da educação especial

Abstract

Considering the importance of services offer in Special Education to disabled students, Autistic Spectrum disorder, highly develop abilities/gifted to support their schooling inclusion process, this studying correlated these conditions with the type of pedagogic work offered by teachers of special education classrooms/SEC. From the question: What are the working conditions of the special education classrooms/SEC and the pedagogic work of the teacher in the special educational service/SES to support the schooling inclusion? We sought to know and analyze how and under what conditions this specific pedagogical service of support to the schooling inclusion works, considering the availability of resources and equipment and its decisive contribution to the fortification and effectiveness of the Special Education politic goals from the Inclusive Education perspective. The research has been developed within a qualitative approach and integrates the group of studies of the Group of Research in Special Education: Contexts of formation, policies and practices of inclusive education/CNPq/Unifesspa. We embraced as a data collection procedure: the use of a profile questionnaire, an interview script and a questionnaire to survey the special education classroom materials. A special education department coordinator of a Marabá‘s municipal school and seven teachers of SES participated of the studying. The participant observation was used as an instrument for data collection with SEC observation sessions. As a result of the study, we analyzed that the operating conditions of the SEC present qualities, equipment, furniture and resources, but that need to be complemented and replaced for the guarantee of accessibility. There is still a gap between what is envisaged in the policy guidelines and the actual functioning of the SECs and the development of the SES pedagogical work. There are challenges that SES teachers face that need to be overcome with compromising education systems. Collaborative work is essential and enriches SES beyond SEC space. We believe that this research contributes to the systematization of educational policies in line with the needs of students, teachers and managers in schools so that inclusive education can be achieved through the reorganization of the educational system, reviewing educational conceptions and paradigms in the sense of providing quality schooling for the students target public of the special education.