Atención educativa especializada en aulas de recursos multifuncionales: estado del arte en tesis y disertaciones

• Autor(a) principal: Freire, Cristiane de Fátima Costa
• Data de Publicação: 2024
• Outros Autores: Vieira, Francileide Batista de Almeida, Ribeiro, Disneylândia Maria
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Educação e Emancipação
• Texto Completo: http://periodicoseletronicos.ufma.br/index.php/reducacaoemancipacao/article/view/23465
• topic: atendimento educacional especializado; sala de recursos multifuncionais; inclusão escolar; asistencia educativa especializada; aulas de recursos multifuncionales; inclusión escolar; specialized educational service; multifunctional resource rooms; school inclusion

In the context of inclusive educational policies, special education started to be offered through Specialized Educational Service - AEE, preferably in the Multifunctional Resource Rooms - SRM. This new configuration of special education aroused the interest of researchers, generating an expressive number of researches on the subject. This text addresses an investigation characterized as state of the art, which aimed to make an analysis of researches related to AEE offered in SRM, identifying challenges and possibilities already mentioned. The methodology consisted on searching for published research in the CAPES Theses and Dissertations Catalog. For the construction of the information, a search was made through the descriptors Specialized Educational Service and Multifunctional Resource Rooms, in works produced from 2010 to 2016. 31 works were found and constituted the corpus of analysis, organized in four categories, named as follows: 1) Implementation of the Multifunctional Resource Rooms; 2) Pedagogical organization in the offer of AEE; 3) Relationship between the AEE and the implementation of inclusive education; 4) Teacher training to work at AEE. The results point out, as possibilities, the professional commitment of educators working in the AEE, the construction of inclusive attitudes and the use of low-cost Assistive Technology. In relation to the challenges, the lack of didactic materials and collective work and the need for teacher training are highlighted. The need for interventional research in inclusive educational contexts is pointed out, so that knowledge about and with the actors involved is built.