Educação especial e o direito à educação: um estudo sobre alfabetização em sala de recursos multifuncionais na escola do campo
Resumen
Considering that literacy, in a literate society is a needed condition to access
scientific, artistic and philosophical knowledge, historically systemized
transformed at school, in school knowledge, this thesis has as an objective
analyzing the literacy process of the students who attend the multifunctional
resource room, specifically; a) understand historically the p olitics to special
and inclusive education and its implementation after 1980s;b) characterize the
conditions in which the educational process is being held in the rural school
and the multifunctional resources room in Porto Feliz; c) identify the research
subject d) deepen the theoretical knowledge about the different concepts of
literacy performed by the teachers. As a quantitative and qualitative
research, and bibliographic, documental and field type, it was used as the
procedure of research semi- structured interviews, questionnaire, observation
of administrative papers and didactic -pedagogical papers. Through
bibliographic research, it was possible to assess which authors had researched
about special education in relation to our objective. For the empiric study, it
was chosen a rural school in the city of Porto Feliz, SP. The subjects were
five students who attend the multifunctional resource room (first to fifth
grade), five family members, the specialist teacher, four teachers for the
regular classes, the coordinator, the vice- principal, the representing of
Education Division, also responsible for the special education in the city. The
data collection happened in 2019, between the months of July and December.
The analysis was grounded on theoretical an d methodological of historycritical pedagogy, which is supported, by the historical materialism and
dialectic. The preliminary results show that the literacy in resource rooms is
partially different from the procedures used in regular rooms, specifically as
the didactic resources used, because of the educational relation, an individual
attendance brings. The differences observed indicate a progress in the literacy
process of those children attended by the resource room, but in a limited way.
On the other hand, special education carries the mark of welfare, relying on
the teacher to bring solutions and answers that should be given by the medical
field, the lack of theoretical instruments to understand learning, specifically
the literacy process, and evaluation, the resource room became the only place
where there is specific treatment to students` needs. The pedagogical
conception remains the same as the regular room, seeing learning or not as a
natural and biological way. Finally, the historical-critical pedagogy is one of
the pedagogical theory necessary to ground the teacher to assist students,
being students from special education or not.
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