<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0102-5473</journal-id>
<journal-title><![CDATA[Perspectiva]]></journal-title>
<abbrev-journal-title><![CDATA[Perspectiva]]></abbrev-journal-title>
<issn>0102-5473</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Santa Catarina]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-54732015000200759</article-id>
<article-id pub-id-type="doi">10.5007/2175-795X.2014v33n2p759</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Sala de Recursos Multifuncional para alunos com deficiência intelectual: uma análise da proposta do Ministério da Educação]]></article-title>
<article-title xml:lang="en"><![CDATA[Multifunction Resource Room for students with intellectual disabilities: an analysis of the Ministry of Education proposal]]></article-title>
<article-title xml:lang="es"><![CDATA[Sala de Recursos Multifuncional para alumnos con discapacidad intelectual: un análisis de la propuesta del Ministerio de Educación]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pertile]]></surname>
<given-names><![CDATA[Eliane Brunetto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rossetto]]></surname>
<given-names><![CDATA[Elisabeth]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual do Oeste do Paraná  ]]></institution>
<addr-line><![CDATA[Foz do Iguaçu PR]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>05</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>05</month>
<year>2015</year>
</pub-date>
<volume>33</volume>
<numero>2</numero>
<fpage>759</fpage>
<lpage>787</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-54732015000200759&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-54732015000200759&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-54732015000200759&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[O artigo exp&#245;e o resultado de uma pesquisa documental e bibliogr&#225;fica que teve como objetivo investigar a proposta do Minist&#233;rio da Educa&#231;&#227;o (MEC) para a realiza&#231;&#227;o do trabalho docente com alunos com defici&#234;ncia intelectual na Sala de Recursos Multifuncional (SRM). Para tanto, priorizou-se publica&#231;&#245;es divulgadas pelo MEC que orientam a a&#231;&#227;o desses professores. &#192; luz da Teoria Hist&#243;rico-Cultural, analisa-se a concep&#231;&#227;o de desenvolvimento humano, de aprendizagem e de media&#231;&#227;o docente (ensino) subjacente &#224;s orienta&#231;&#245;es anunciadas. Destaca-se ainda a import&#226;ncia atribu&#237;da (ou n&#227;o) aos conte&#250;dos escolares. Ao final dessa pesquisa, pode-se dizer que as orienta&#231;&#245;es propostas pelo MEC defendem uma perspectiva de educa&#231;&#227;o que confere demasiada import&#226;ncia &#224; espontaneidade. Assim, tem caracter&#237;sticas antag&#244;nicas aos pressupostos da Teoria Hist&#243;rico-Cultural. Constata-se que a prepara&#231;&#227;o direcionada aos professores se encontra imbu&#237;da de caracter&#237;sticas que denotam &#234;nfase em procedimentos t&#233;cnicos e na disponibiliza&#231;&#227;o do uso de recursos. Dessa forma, entende-se que a organiza&#231;&#227;o de uma a&#231;&#227;o educacional que impulsione o desenvolvimento intelectual dos alunos exige uma contra proposta que valorize a media&#231;&#227;o docente e a apropria&#231;&#227;o dos conte&#250;dos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[The article exposes the result of a documentary and bibliographic research that aimed to investigate the Ministry of Education proposal (MEC) directed to students with intellectual disabilities in the Multifunctional Resource Room (SRM). Thus, legal normative proposed by the Brazilian Ministry of Education and Culture (MEC) that support and guide rightfully the action of these professors have been prioritized. In the light of Historic-Cultural Theory, the concept of human development, of learning and teaching mediation (education) underlying the guidelines announced by MEC, are analyzed. It is also highlighted the importance attached (or not) to the school content. At the end of this research we can say that the guidelines published by MEC advocate a spontaneous education whose characteristics are antagonistic to the assumptions of the Historic- Cultural Theory and we can also say that the organization of a educational action covering the necessities of the students requires a counter proposal that values teaching mediation and the ownership of content. It is noticed that the preparation directed towards teachers is imbued with characteristics that denote emphasis on technical procedures and the use of available resources. So, it is understood that the organization of an educational action boosts students&#180; intelectual development demands a counter proposal that gives value to the teaching mediation and appropriation of content.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[El art&#237;culo expone el resultado de una b&#250;squeda documental y bibliogr&#225;fica que tuvo como objetivo investigar la propuesta del Ministerio de Educaci&#243;n (MEC) para llevar a cabo las actividades de ense&#241;anza con los alumnos con discapacidad intelectual en las Clases de Recursos Multifuncionales (SRM). Por lo tanto, damos prioridad a las publicaciones editadas por el MEC para guiar la acci&#243;n de estos profesores. Se analiza a la luz de la Teor&#237;a Hist&#243;rico-Cultural el concepto de desarrollo humano, el aprendizaje y de la mediaci&#243;n (ense&#241;anza) que subyace a las directrices anunciadas; Destacamos tambi&#233;n la importancia (o no) a los contenidos escolares. Al final de esta investigaci&#243;n se puede afirmar que las directrices publicadas por el MEC defienden una perspectiva de educaci&#243;n que le otorga demasiada importancia a la espontaneidad. As&#237;, tiene caracter&#237;sticas antag&#243;nicas a los presupuestos de la Teor&#237;a Hist&#243;rico-Cultural. Tambi&#233;n constatamos que la preparaci&#243;n dirigida a los professores est&#225; impregnada de caracter&#237;sticas que denotan &#233;nfasis en los procedimientos t&#233;cnicos y el uso de los recursos disponibles. Entendemos que la organizaci&#243;n de una acci&#243;n educativa que traer&#237;a el desarrollo intelectual de los estudiantes requiere una propuesta distinta, que valora la mediaci&#243;n ense&#241;anza y la apropiaci&#243;n de los contenidos.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Sala de Recursos Multifuncional]]></kwd>
<kwd lng="pt"><![CDATA[Aluno com Deficiência Intelectual]]></kwd>
<kwd lng="pt"><![CDATA[Formação Docente]]></kwd>
<kwd lng="en"><![CDATA[Multifunctional Resource Room]]></kwd>
<kwd lng="en"><![CDATA[Students With Intellectual Disabilities]]></kwd>
<kwd lng="en"><![CDATA[Teacher Training]]></kwd>
<kwd lng="es"><![CDATA[Sala de Recursos Multifuncional]]></kwd>
<kwd lng="es"><![CDATA[Alumnos con Discapacidad Intelectual]]></kwd>
<kwd lng="es"><![CDATA[Formación Docente]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<year></year>
<volume>19</volume>
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<volume>23</volume>
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</back>
</article>
