Multifunction Resource Room for students with intellectual disabilities: an analysis of the Ministry of Education proposal

Authors

  • Eliane Brunetto Pertile Universidade Estadual do Oeste do Paraná (UNIOESTE)
  • Elisabeth Rossetto Universidade Estadual do Oeste do Paraná (UNIOESTE)

DOI:

https://doi.org/10.5007/2175-795X.2015v33n2p759

Abstract

Abstract

The article exposes the result of a documentary and bibliographic research that aimed to investigate the Ministry of Education proposal (MEC) directed to students with intellectual disabilities in the Multifunctional Resource Room (SRM). Thus, legal normative proposed by the Brazilian Ministry of Education and Culture (MEC) that support and guide rightfully the action of these professors  have been prioritized. In the light of Historic-Cultural Theory,  the concept of human development, of  learning and teaching mediation (education) underlying the guidelines announced by MEC, are analyzed. It is also highlighted the importance attached (or not) to the school content. At the end of this research we can say that the guidelines published by MEC advocate a spontaneous education whose characteristics are antagonistic to the assumptions of the Historic-Cultural Theory and we can also say that the organization of a educational action covering the necessities of the students requires a counter proposal that values teaching mediation and the ownership of content. It is noticed that the preparation directed towards teachers is imbued with characteristics that denote emphasis on technical procedures and the use of available resources. So, it is understood that  the organization of an educational action  boosts students´ intellectual development demands a counter  proposal that  gives value to the teaching mediation and appropriation of content.

Keywords: Multifunctional Resource Room. Students With Intellectual Disabilities. Teacher Training.

Author Biographies

Eliane Brunetto Pertile, Universidade Estadual do Oeste do Paraná (UNIOESTE)

Mestre em Educação pela Universidade Estadual do Oeste do Paraná (UNIOESTE). Doutoranda em Educação pela Universidade Estadual de Maringá (UEM). Professora da Rede Estadual de Educação do Paraná. 

Elisabeth Rossetto, Universidade Estadual do Oeste do Paraná (UNIOESTE)

Doutora em Educação pela Universidade Federal do Rio Grande do Sul (UFRGS). Professora do Centro de Educação, Comunicação e Artes e do Programa de Pós-Graduação em Educação da Universidade Estadual do Oeste do Paraná (UNIOESTE).

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Published

2015-12-31

How to Cite

Pertile, E. B., & Rossetto, E. (2015). Multifunction Resource Room for students with intellectual disabilities: an analysis of the Ministry of Education proposal. Perspectiva, 33(2), 759–787. https://doi.org/10.5007/2175-795X.2015v33n2p759

Issue

Vol. 33 No. 2 (2015): Mobile technologies at school: tensions between public policies and their (re)configurations practices

Section

Article Demand for Continuous

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