Perfil dos estudantes que frequentam as salas de recursos multifuncionais das escolas estaduais do Amazonas

Abstract

The Inclusive Public Educational Policies are articulated actions between the State and civil society that aim to promote public education through students with special education as target, following the according programs as support - PAEE an equitable education, through specialized educational assistance - AEE, with the multifunctional classroom resource - SRMs, with the purpose to complementing schooling for students with disabilities, global developmental disorders, and supplementing schooling for students with high skills and giftedness. In light of this, we pondered the possibility of finding frequent students at SRMs that aren’t qualify as PAEE. Thus, we aim to describe the specificities of students who attend the multifunctional resource classrooms of the state school system in the city of Manaus. The present study is result of quantitative nature and characterized as exploratory and descriptive, since we seek to explore and describe the specificities of these students in a rational way, using statistical parameters from the perception of teachers who worked in the city of Manaus in the AEE in SRMs in the 2019 academic year. Based on the positivist perspective, we seek to analyze the data considering the institutionalization exclusion paradigms, integration and inclusion in Brazilian special education. We found that students who attended the SRMs schools public in the state school system, 43.7% are not PAEE, with the following specificities being described: dyslexia, dyscalculia, dyslalia, dysortography, attention deficit hyperactivity disorder - ADHD, personality, hyperkinetic disorders, oppositional defiant disorders, schizophrenia, diabetes, congenital Zika-Virus syndrome (Microcephaly). These alarming data indicate that there are divergences between legal provisions and what is practiced in the school environment. Thus, we consider the development of further studies that make it possible to understand these phenomena withal vital importance, in order to support the elaboration of public policies, as well as the creation of an instrument that allows the standardization to identify and referral students that belong to ESA and SRMs classroom skills, are occupied by PAEE students as determined by Force Brazilian Legislation.