Sala de recursos multifuncionais, tecnologia assistiva e deficiência intelectual: elementos para um novo fazer pedagógico

Abstract

The present dissertation is composed of two interconnected studies. The first study aimed to map the reality of the implementation of Multifunctional Resource Rooms (MRR) in the state of Rio Grande do Norte (RN), and to investigate the training and experiences of the teachers who work in these rooms. In turn, the second study aimed to offer theoretical and methodological subsidies to educators working in the MRR, for the use of assistive technology as a dynamic tool, composed of efficient strategies and potentiating of the learning process of the students with Intellectual Disabilities, who attend these rooms. The theoretical reference describes the characterization of the MRR, as well as assistive technologies, as an instrument guiding the National Special Education Policy in the perspective of inclusive education. The current conceptions about intelligence and intellectual deficiency, causes, diagnoses and interventions that may occur in the educational process of these subjects are also discussed. As a necessary support to these adaptations, a reflection on the training of the educators who work in these rooms, as well as the discussions inherent to the inclusive paradigm are presented. Subsequently, a historical context of the laws, decrees and recommendations that support and guide the inclusive process in regular schools, at national level, as well as in the local reality of Rio Grande do Norte (RN) is presented. A diagnosis of RN was made, based on the analyzes constructed with the answers of the state and municipal secretaries of education, together with the statements pointed out by the teachers who work in the MRR. From this diagnosis, it was verified that the greatest difficulties faced by the teachers are the lack of qualification and material resources. Based on these findings, an ebook (digital book) was developed for intellectual disability as a strategy for teacher training, with two objectives: a) to discuss the potential of the assistive technologies available in the MRR; b) to point out learning strategies based on the use of such technologies. The e-book was validated by eight evaluators, six from technical areas (design and computing) and twelve teachers of the MRR. From this validation, the suggestions were incorporated into the final product. It is hoped that this instrument will subsidize new actions related to MRR, enabling new pedagogical practices and, thus, seeking to ensure meaningful learning and full development of students with Intellectual Disability attending this device.