A aprendizagem de alunos com deficiência intelectual na visão do professor de sala de recurso multifuncional: uma análise sob a perspectiva histórico-cultural.

Abstract

In Brazil, the National Policy for Special Education from the Perspective of Inclusive Education provides that special education students should be enrolled in regular schools and in a Multifunctional Resource Room in order to receive specialized educational care. The literature review on the theme shows: teachers' lack of preparation, in general, to deal with students with special education; lack of understanding about the learning process of students with intellectual disabilities, both by teachers of common classrooms and special schools; teacher's continuing education, short and insufficient, with informative tone; little structure of the institutions. Therefore, this study aimed to answer the following question: what is the view of teachers in the Multifunctional Resource Room about the learning and development process of students with intellectual disabilities in the early years of elementary school? Based on Vygotsky's cultural-historical theory, particularly on the foundations of defectology, the general objective of this research was to analyze the view of teachers in the Multifunctional Resource Room about the learning process of students with intellectual disabilities. The specific objectives were: to conduct a literature review on the subject; to describe the historical background of special education; to identify, relate and analyze, based on the cultural-historical theory, the view of teachers in the Multifunctional Resource Room about the development of students with intellectual disabilities. The procedures for the development of this study involved a narrative literature review and field research. The field research, qualitative in nature, in online format, had as participants 8 teachers from the Municipal Education Network of Goiânia, Goiás, who work in the Multifunctional Resource Room. For data collection, a questionnaire and a semi-structured interview were used. The qualitative analysis of the data was done by categorizing the content of the interviews. The results showed: the biological conception of intellectual disability predominated among the participants, with some presenting understanding close to the cultural-historical conception; they considered the continuing education important for the improvement of the work, but pointed out the need for continuous training of better quality; insufficient working conditions and lack of coordination between the segments of the support network were pointed as factors that negatively impact the work of the school, as well as the care of students with intellectual disabilities. About the perception about the learning and development process of this subject, it was identified that few teachers understand learning from the development potential, with an understanding close to the Vygotskian concept of the zone of proximal development. Most of them had low expectations regarding the learning of these students. In addition, there is a preponderance of the organic conception of intellectual disability, superimposing learning by repetition over developmental possibilities. The results of the research show that the perspective of teaching, learning and development for the student with intellectual disability needs to advance, starting with the understanding around special education, for the elaboration and implementation of a new inclusion policy with better conditions, resources and adequate knowledge of teachers.