Banca de QUALIFICAÇÃO: EMANUELLE KARINE MOURA CESAR

Pedagogical practices in assisting people with intellectual disabilities in multifunctional resource rooms in Arapiraca/AL

School inclusion. Intellectual disability. Multifunctional Resource Room. Specialized Educational Service.

Social inclusion is a process that must occur throughout life and in all environments to which the person is inserted, whether in the school, family or social context. We must be aware of the changes that have taken place in education and which mechanisms help people with disabilities to develop, favoring their autonomy, respect and equity. Therefore, our research problem is: what are the educational practices related to students with intellectual disabilities found in the multifunctional resource rooms (SRM). In line with our problematization, our general objective is to analyze the educational practices related to students with intellectual disabilities found in the multifunctional resource rooms of municipal schools of the regular education network in Arapiraca/AL. As specific objectives, we seek to know the pedagogical resources for the development of students with intellectual disabilities in the school and social context; identify Assistive Technology (AT) resources that promote progress in their learning and autonomy in the school context of students with intellectual disabilities; observe the relationships between teachers and students with intellectual disabilities in the teaching-learning process. In relation to the research process, the study is based on a qualitative field research, of a descriptive nature, through semi-structured interviews, observations of teaching practice at SRM in 03 (three) schools of the regular education network that developed services with people with intellectual disabilities and documental research of teachers' material. For data analysis, the Bardin content technique was used through the pre-analysis of information, exploration of the material and treatment of the results. The analysis of the interviews is in progress and will be carried out based on Historical-Cultural Psychology. In our analyses, we will start from the understanding that Specialized Educational Assistance must be an interdisciplinary intervention, with an exchange of knowledge, which generates an important experience for both the learner and the teacher. Mainly, when the professors are attentive to the new paradigms that can better favor the quality of life, independence, autonomy and respect for the specificities of each one. From this perspective, the SRM emerge as a pedagogical support tool that allows innovative practices in the construction of new knowledge.