Banca de DEFESA: EMANUELLE KARINE MOURA CESAR

Teaching practices in serving people with intellectual disabilities in multifunctional resource rooms in Arapiraca/AL

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

Social inclusion is a process that must occur throughout life and in all environments in which the person is inserted, whether in the school, family or social sphere. We need to be aware of changes in education and what mechanisms help people with disabilities to develop, favoring their autonomy, respect and equity. Therefore, our research problem is: what are the teaching practices related to students with intellectual disabilities found in multifunctional resource rooms (SRM). In line with our problematization, our general objective is to analyze the teaching practices related to students with intellectual disabilities found in the multifunctional resource rooms of municipal schools in the regular education network of Arapiraca/AL.To find the answer to this problem, a study was carried out based on Historical-Cultural Psychology, based on Vigotski's writings. In relation to the research process, the study is configured from a qualitative field research, of a descriptive nature, through semi-structured interviews and observations of the teaching practice in the SRM in 03 (three) municipal schools that develop assistance with people with disabilities intellectual. For data analysis, the content analysis proposed by Bardin was used through pre-analysis of information, material exploration and treatment of results. In our analyses, it was possible in the first chapter to reflect on the contributions of Vygotskian theory to studies on intellectual disability. In the second chapter, we address the history of people with disabilities and their educational assistance over time. Continuing the studies, in the third chapter it was possible to observe which were the methodological paths in the construction of knowledge. Finally, in the fourth chapter, we bring the analyzes of the interviews with the contributions of the surveyed educators, as well as an important support in the construction of the three categories to understand how the teaching practice occurs in the SRM. The first category was named “Professor” because it deals with the experiences of teachers in the AEE since their first contacts, their training, the practice carried out at SRM and the teacherXstudent relationship. In the second category, we can highlight the “School”, verifying how the relationship between school and special education happens and, finally, the “Family” category, which brings us a reflection on the family of the person with a disability, how they perceive the child within the educational context and the partnerships found by the family that support the intellectual and emotional development of the disabled child. Through this study about teaching work, it was possible to state that Specialized Educational Assistance is an important interdisciplinary intervention that generates knowledge exchange for both the student and the educator. Especially when teachers are aware of new paradigms favoring learning that makes sense for the learner and favors a better quality of life. In this perspective, the SRM emerge as a support tool that allows innovative practices in the construction of new knowledge.