Maria José Bestete de Miranda[1]
Graduated in Pedagogy and Visual Arts. Pedagogue. Servant at the State
Department of Education of Espírito Santo (SEDU). PhD student in Educational
Sciences at the Inter-American Faculty of Social Sciences (FICS). Email:
mariajosebestete@yahoo.com.br
Ádria Gonçalves Rezende[2]
Graduated in Pedagogy. Early Childhood Education Teacher. Servant at the
State Department of Education of Espírito Santo (SEDU). Master's student in
Educational Sciences at the Inter-American Faculty of Social Sciences (FICS).
Email: adria201133@hotmail.com.
Sérgio Rodrigues de Souza[3]
Graduated in Pedagogy. PhD student in Educational Sciences at the
Inter-American Faculty of Social Sciences (FICS).
[1]Graduated in Pedagogy and
Visual Arts. Pedagogue. Servant at the State Department of Education of
Espírito Santo (SEDU). PhD student in Educational Sciences at the
Inter-American Faculty of Social Sciences (FICS). Email: mariajosebestete@yahoo.com.br
[2]Graduated in Pedagogy.
Early Childhood Education Teacher. Servant at the State Department of Education
of Espírito Santo (SEDU). Master's student in Educational Sciences at the
Inter-American Faculty of Social Sciences (FICS). Email: adria201133@hotmail.com
.
[3]Graduated in Pedagogy. PhD
student in Educational Sciences at the Inter-American Faculty of Social
Sciences (FICS).
ABSTRACT
This study aims to present
the relevance of the resource room for students with special needs. To achieve
this objective, it was verified what studies on special education, training of
teachers of specialized educational services and resource room point out. This
is a bibliographical study, which brings the laws and official documents that
govern special education, as well as analyzes in articles, published from 1988
to 2020. The considerations woven throughout this research point out that there
is still a need for training for professionals who work in this area,
considering that the training of professionals who work in the educational
process needs to be continuous, in the sense of improving knowledge and,
mainly, educational practices. The research results also point out that the
resource rooms provide development in individualized trajectories, also
corroborating for the exercises of practices in social contexts. The purpose of
the resource rooms is to create a school that learns through the study of challenging
and overcoming situations. It can never be interpreted as an open space to
receive children with some difficulty, where differentiated work can be
developed, with a view to including them in school; because the idea of
inclusion should be like what Levi Vygotsky (1896-1934) advocated, social
inclusion, that is, making the individual able to live his life fully and with
less dependence on others; enjoying their existence, with dignity, just like
everyone else and among them. In addition to what has been exposed so far, it
is concluded that it is necessary to understand resource rooms as a place that
seeks to guarantee the necessary support for students with special needs.
Keywords: Special Education.
Teaching-learning. Specialized Educational Service. Resource room.
Reviewed by Current Scientific Journal
on
outubro 11, 2023
Rating:
