THE FUNCTIONALITY OF THE SPECIALIZED EDUCATION ASSISTANCE ROOMS IN ELEMENTARY SCHOOLS

Abstract

Inclusive education is a subject of broad current discussion involving political, cultural, social and pedagogical aspects. Taking into account the various debates about all the particularities that make up this theme, the present work aims to understand how spaces for specialized educational care in elementary schools in the city of  Caxias-MA, with regard to meeting local demand, as well as whether the practices developed in the Multifunctional Resource Rooms (MRCs) meet the special educational needs of students and what knowledge teachers have about the work that should be done in these environments of inclusive education. The research is classified as basic in nature, with a quanti-qualitative methodological approach and field study. Its execution was divided in three stages, obeying the following order: survey of data on schools that offer specialized educational assistance to students enrolled, application of questionnaires with MRC teachers and professionals of Specialized Educational Assistance (SEA), and subsequent processing of data to obtain results that subsidized the research. At the end of this study we obtained an overview of the functioning of the AEE rooms in elementary schools in the city of Caxias-MA.