Sala de recursos multifuncionais e sala comum: a deficiência intelectual em foco

Abstract

The inclusion is a matter of law, respect for diversity, based on legal and human parameters. But the existent difficulty in discovering the causes, making a diagnosis, as well the lack of clarity about the concept of intellectual disability are some of the limitations faced by people who work with these students in Brazilian public schools. The National Policy for Special Education under the Inclusive Education Approach proposed by the Brazilian Education and Culture Ministry aims to institute public policies which promote an education with quality to all the students. The Multifunction Resources Rooms- MRR were pointed out as a priority in offering specialized schooling, which cannot replace teaching in common classrooms, but complement or suplement it. Special Education student attends the regular classroom and also the MMR in the other turn. Thus, it is clear that inclusion policies, in the mold that has been implemented in public schools in Uberlândia, seem to ignore the difference, because in the 68 public state schools, only six have MRR. Thus, some questions guided this search: how the work developed by the MRR teacher contributes indeed to the inclusion process of students with intellectual disabilities in common classrooms? Which is the influence of this work to the development of the educational possibilities of students with intellectual disabilities? In order to answer these questions, the aim of this study was to investigate and to analyze the MRR functionality in the inclusion process, as well its influence to the development of educational potentialities of students with intellectual disabilities in a public state school in Uberlândia, Minas Gerais. From methodological point of view, this is a qualitative search. We observed two common classrooms and a MRR. We carried out interviews to the teachers of these rooms. As a theoretical reference, some authors contributed to the study: Bardin (2011), Beyer (2006), Pletsch (2010), Rodrigues (2006), Oliveira (1995), Miranda (2010), among others. When verifying collected data, we found both teachers concerned about inclusion and learning of all their students but some other ones without worrying whether their students with intellectual disabilities or not, were assimilating the content. We perceived also several difficulties to follow the directions from the Education and Culture Ministry concerning to the organization of MRR pedagogical work and the training requirements of the specialist teacher to work in these rooms. The results allow us to question whether the MRR, the way they currently work, contribute to the process of inclusion of students with intellectual disabilities in classrooms and common and in developing their educational possibilities.