O desenvolvimento do ensino de geografia a partir das salas de recursos multifuncionais

Abstract

The Multifunctional Resource Rooms were established in Brazil by Decree 6.094 of April 24th, 2007. Although inclusion is the focus of the legislation proposed for the creation of the Resource Rooms, a number of factors contribute to the lack of effectiveness in the inclusive process. This research sought to understand and analyze why there is this distance between the curriculum developed in the Multifunctional Resource Rooms and that of the regular rooms, aiming at an approximation between them. It was based on a bibliographic research in the area of specialized educational service, as well as on the current legislation and its historical process in Brazil, culminating in a field research, being observed resource rooms of six state public colleges, located in the urban area of a municipality in the Campos Gerais, region of Paraná, analyzing the Multifunctional Resource Rooms Type I, for Elementary School students. Through the observation, application of questionnaires and semi-structured interviews, we could identify that the process of inclusion of students is hampered due to several factors, such as the great distance between the curriculum worked compared to that of the regular classrooms, the lack of connection between the teachers in the resource rooms and those in the regular classrooms, structural problems, the great diversity of deficiencies attended by the classrooms, and the lack of capacity building for resource-room teachers. Aiming at the approximation of the curriculum of the classrooms, a site of geography teaching was developed with students and teachers from the observed Resource Rooms. The use of the site set up a subsidy for teachers to work with geographical concepts with students, enhancing the teaching of Geography in the resource room and bringing the student closer to the curriculum of the regular rooms, aiding in its inclusive process.