Representações sociais de professores de salas de recursos multifuncionais a respeito do atendimento educacional especializado

• Ano de defesa: 2021
• Autor(a) principal: Pereira, Érica Nazaré Arrais Pinto
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Rio Grande do Norte; Brasil; UFRN; PROGRAMA DE PÓS-GRADUAÇÃO EM EDUCAÇÃO
• Palavras-chave em Português: Representações sociais; Atendimento educacional especializado; Salas de recursos multifuncionais
• Link de acesso: https://repositorio.ufrn.br/handle/123456789/33972

This work is part of the Education, Social Representations and Teacher Education Research Line linked to the Graduate Program in Education at UFRN.The guiding question of the research was: what are the possible social representations of teachers who work in Multifunctional Resource Rooms about Specialized Educational Service? Thus, the objective returned to researching the social representations of teachers in Multifunctional Resource Rooms (SRM) about Specialized Educational Service (AEE). The empirical cut involved 128 teachers from the state education system of Rio Grande do Norte who work in the city of Natal. Specialized Educational Service is guaranteed since the Federal Constitution of 1988, in its article 208, item III, but it is with the proposition of the National Guidelines for Special Education in Basic Education and the National Policy for Special Education from the Perspective of Inclusive Education (BRASIL, 2001; 2008) that intensify the discussions around the pedagogical practice in SRM spaces. Thus, AEE is one of the services designed to subsidize and strengthen the inclusive process of students, the target audience of special education, as advocated by legal provisions. In this perspective, the work attempts to approach the representational universe of the subjects participating in the research based on the theoretical-methodological support provided by the Theory of Social Representations developed by Serge Moscovici. For the construction of the data, we started with the Free Word Association Technique, as a projective technique that allows to explore the semantic field about the AEE and establish an initial approximation with the content of social representations. As it is a theory with a multi-methodological opening, we also use a semi-open questionnaire, observation, field diary and reflective group. For the analysis of the data, we established the dialogue between the TRS with the Content Analysis proposed by Bardin (2009), which allowed us to perform the categorization and inference of the data, organizing them in a Spiral of Senses developed by Melo (2018) and collaborators according to the approach of the Central Nucleus Theory proposed by Abric (1998). The research path revealed a representational content integrated with three elements circumscribed in the central nucleus: important, inclusion and anguish. These elements were anchored by teachers to validate and legitimize the doing of Specialized Educational Service, its importance for the inclusion of students targeting Special Education, recognizing the daily difficulties and anxieties identified in this process. Based on the state of the art, we concluded the research pointing out the relevance and originality of the study, the systematization of practical contributions aimed at Special Education professionals in the state education network of RN, to the Integrated Management System (Sigeduc) and leaving it open possible paths to research that can dialogue with the study on screen.