Educação inclusiva e políticas públicas: avaliação do programa sala de recursos multifuncional nas escolas públicas de São Borja sob a ótica docente

Abstract

The present work evaluates the National Policy of Special Education in the Inclusive Education Perspective, more specifically the Multifunctional Resource Room program and its functionality within the schools of the municipal urban network of São Borja. Initially, a bibliographic review was performed, portraying three important legal frameworks for the inclusion of people with disabilities: Federal Constitution (1988), National Education Guidelines and Bases Law (1996) and the National Special Education Policy in the Inclusive Education Perspective (2008). ). The research started from a literature review and then with a field research where questionnaires were applied to teachers of the municipal system working in regular classrooms and in multifunctional resource rooms. The answers were transcribed, analyzed and interpreted based on the theorists presented and also under the focus of the three legal frameworks already mentioned. The research showed how much the professionals who work in the front line of inclusion are lacking basic education to deal with this great challenge. It was also found that the policy in question can be improved with appropriate vocational training, networking (education, health and social assistance) and support from Specialized Educational Care with the same professional in both school shifts, so that teachers resources and classroom teacher can work together towards the same goals.