The present research aims to investigate the challenges of teachers who work in the
Multifunctional Resource Room and to know how this space is organized for the development
of didactic-pedagogical activities in the context of a State Public School in the city of
Tocantinópolis, in Tocantins. The development of this study was based on the theoretical
perspective of Special Education and Inclusive Education, a field of knowledge that has been
breaking with a trajectory of exclusion and segregation of people with disabilities. The
research, with a qualitative approach, was guided by the theoretical perspective of Inclusive
Education. The generation of data was based on interviews with the teachers of the school
participating in the research and on the analysis of documents that guide the didactic work in
the school. With the development of this study, we know the professional life trajectories of
teachers who work in the Multifunctional Resource Room and, from the point of view of
these teachers, we observe several challenges faced by them in the school routine. In addition,
in the teachers' statements, it was possible to notice methodological strategies used by them,
which allowed us to notice that the didactic-pedagogical work in the Inclusive Education bias
is complex and demands creative professionals committed to educational praxis and to their
training in The reason why the service involves students with different types of special needs,
which leads the teachers to work with each student in a specific way. We conclude that, in the
investigated school, the teachers reveal difficulties in achieving inclusion and work from the
point of view of integration, this because there are students who are not fully attended to in
their needs, either due to the lack of teaching material or the absence of a qualified
professional to accompany the student in the regular classroom, which prevents the student
from actually being included.
|
