Special educational assistance teachers: a clinical or pedagogical intervention?

• Autor(a) principal: Scherer, Renata Porcher
• Data de Publicação: 2015
• Outros Autores: Dal'Igna, Maria Cláudia
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Acta Scientiarum. Education (Online)
• Texto Completo: https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/24642
• topic: school inclusion; specialized educational assistance; resource room.; inclusión escolar; atención educacional especializada; aula de recursos.; inclusão escolar; atendimento educacional especializado; sala de recursos

Current paper provides partial results of a research that aimed at investigating how discourses from different fields of knowledge have been articulated to produce the pedagogical practices of teachers working with Specialized Educational Assistance (SEA) in multifunctional resource rooms in a city in Rio Grande do Sul. The material produced from semi-structured interviews with five SEA teachers was taken as the empirical object. The research was grounded on the post-structuralist perspective, particularly on Michel Foucault’s ideas. Thus, the concept of discourse has been employed as a theoretical-methodological tool to address, organize and analyze the volume of information produced by the examination of the empirical material. Research results comprise the following: (1) some discourses, particularly legal and psychological ones, have supported the academic and professional education of SEA teachers and have ended up participating in the production of practices performed in the multifunctional resource room; (2) the practices performed in the multifunctional room have mostly emphasized the clinical-therapeutical assistance and more recently on specialized pedagogical assistance.