MULTIFUNCITIONAL RESOURCE ROOMS: THE OFICIAL PROPOSAL TO WORK WITH STUDENTS INTELECTUALLY DISABLED

Abstract

ABSTRACT: The study had as its object to understand the proposal made by MEC [Ministry of Education] about the teaching work in the Multifunctional Resource Rooms (MRR), along with students intellectually disabled. It was opted to realize the research through documental and bibliographic studies. During the documental investigation, we selected materials displayed by MEC, like the current legislation that supports this kind of specialized work, which would lead us through the pedagogical issues. The bibliographic search subsidized the analysis of these documents by offering a deeper knowledge about the specificity of the development of intellectually disabled people, according to the Cultural-Historical Theory. The developed study presented the comprehension that the argument board, shown in the leading documents published by MEC, is compatible with the principles of the Constructivist theory, that presents an conceit about the human development in which the learner himself measures his development, not giving priority to the necessary and inherent mediation in the educational process, once it relegates the scholar content and the act of teaching. We pointed out the need of researches and discussions about the teaching work in the MRR, which would provide the teacher theoretical references that add a bigger consistence to the act of teaching and adopt the mediation and the role of the teacher as fundamental elements to the development of the superior psychological functions.

KEY WORDS: Multifunctional Resource Room; Teaching; Intellectually Disable.