A sala de recursos multifuncionais de uma cidade de Zona da Mata Mineira: um caso de gestão sobre o planejamento do atendimento educacional especializado

Abstract

This dissertation was prepared as part of the Professional Master’s Program in Education Management and Evaluation (PPGP) at the Center for Public Policy and Education Evaluation of the Federal University of Juiz de Fora (CAED/UFJF). Its purpose is to understand how the plans for the “Alegria do Saber” Multifunctional Resource Room—located at the “Girassol” State School in a city in the Zona da Mata Mineira region—are developed. This resource room serves students in special education from the school itself as well as students from other municipal and state institutions. The guiding question of this study is: How is the pedagogical planning for the Multifunctional Resource Room for Specialized Educational Services for students with special needs carried out in the municipality of Tulipas? To this end, the following general objective was established: To describe and analyze how pedagogical planning is carried out to serve students with special needs in the Resource Room in the municipality of Tulipas. Specific objectives: i To describe how planning is carried out to serve students with special education needs in the Resource Room in the municipality of Tulipas; ii To analyze the perspectives of educators involved in planning for specialized educational services in the municipality of Tulipas; iii Propose actions aimed at improving planning for the support of students with special education needs in the municipality of Tulipas at the “Alegria do Saber” Resource Room. To reach this understanding, we analyzed the literature on the subject in order to understand the legal frameworks that underpin the inclusion of students receiving Specialized Educational Services (AEE) in the Brazilian context, as well as the challenges and practices of the Resource Room regarding the planning of these services, so that we could then understand the context of the management case in question. The significance of this research lies in promoting the adoption of inclusive practices so that students in special education can attend regular schools and learn with the pedagogical support necessary for their academic development. To this end, it was necessary to analyze and understand the planning process for the Multifunctional Resource Room, which serves students in special education, as well as the interaction among teachers who work with students in special education. Therefore, for this discussion, we selected several concepts and authors that address the issue at hand. To understand the concept of Special Education, we studied the works of Glat and Plestch in order to contextualize the term from an inclusive perspective within the Brazilian context; we also analyzed and examined the implementation of certain public policies related to Special Education, with particular emphasis on the National Policy on Special Education from the Perspective of Inclusive Education (PNEEPEI, 2008) and other related policies. The conference also addressed collaborative planning, as discussed by authors Carla Ariela Vilaronga Rios, Ana Paula Zerbato, and Enicéia Gonçalves Mendes; and the discussion and reflection on collaboration among teachers as a contribution to the development of plans for implementing more inclusive practices in the classroom, as explored in the studies by Márcia Marin and Patrícia Braun, Pletsch, Glat, and Fontes. To achieve the objectives, a qualitative, interpretive approach combined with content analysis was used. Therefore, the following instruments were selected for data collection: interviews and a questionnaire, which were organized by themes and discussed based on bibliographic and documentary references.