A perspectiva inclusiva da Sala de Recursos Multifuncionais na educação especial: relato de experiência de um professor em formação

Abstract

In light of the historical advancements regarding the inclusion of individuals with disabilities in regular classrooms and the emergence of laws proposing such inclusion, it is evident that tools and strategies are needed for this to happen in practice. Throughout the author's years of internship and educational assistance in a traditional school in Natal, in Rio Grande do Norte, the Multifunctional Resource Room (MRR) became the academic focus and subsequent subject of this thesis. According to Decree No. 6.571/2008, the Multifunctional Resource Room is a school space equipped with furniture and educational materials specifically designed for Specialized Educational Assistance (SEA). This supplementary assistance, mandated by the Ministry of Education (MEC), is a right for all students with disabilities, global developmental disorders, and high abilities or giftedness. Based on the author's experience report through the observations and descriptions made, this study explores the contribution and performance of the Multifunctional Resource Room in the inclusion of students with disabilities. Data collection instruments included records from the author's experiences, documentation, official websites containing legislation and regulatory norms, as well as census and research data about the institution under examination. From then on, it was possible to investigate and reflect on the following questions: what theoretical and methodological guidelines guided the creation of the MRR? What is the function of the Multifunctional Resource Room in the context of the school that is the subject of the study? What didactic-pedagogical resources are used in MRR to enhance the inclusion of students with disabilities and disorders? With the support of reference authors such as Ainscow and Ferreira (2003), Rodrigues (2003; 2006), and official documents: Declaration of Salamanca - Spain (UNESCO, 1994), Law No. 9.394 on the Inclusion of People with Disabilities (BRASIL, 2015) , it was possible to systematize the author's observations and reports regarding the issues highlighted above.The study's immersion in a Multifunctional Resource Room reveals the understanding that an education guided by inclusive perspectives in the teaching-learning process becomes tangible through actions involving all professionals in students' educational journeys. It emphasizes that individualized teaching, curriculum adaptation, and the construction of individualized educational plans are essential actions to stimulate inclusion, facilitating students' access to curricular knowledge and other educational offerings within sociocultural contexts.