<?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>1984-686X</journal-id>
<journal-title><![CDATA[Revista Educação Especial (Online)]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Educ. Espec.]]></abbrev-journal-title>
<issn>1984-686X</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Santa Maria]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-686X2023000100201</article-id>
<article-id pub-id-type="doi">10.5902/1984686x70929</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Relatos de professoras de Sala de Recursos Multifuncional sobre as condições de trabalho na escola]]></article-title>
<article-title xml:lang="en"><![CDATA[Multifunctional Resource Room teachers´ reports on working conditions at school]]></article-title>
<article-title xml:lang="es"><![CDATA[Informes de docentes de Sala de Recursos Multifuncionales sobre las condiciones de trabajo en la escuela]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rizzotto Schirmer]]></surname>
<given-names><![CDATA[Carolina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[d&#8217;Oliveira de Paula Nunes]]></surname>
<given-names><![CDATA[Leila Regina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Paulimineytrick Nascimento Silva]]></surname>
<given-names><![CDATA[Stefhanny]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lopes Araújo]]></surname>
<given-names><![CDATA[Maria Gabriela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Estado do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro RJ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade do Estado do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro RJ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade do Estado do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro RJ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade do Estado do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro RJ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>36</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-686X2023000100201&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-686X2023000100201&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-686X2023000100201&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Em 2008, foi criado pelo MEC o Programa de Implantação das Salas de Recursos Multifuncionais (SRM) para garantir o Atendimento Educacional Especializado (AEE) ao público da Educação Especial. Frente ao exposto, foram realizadas entrevistas gravadas com 18 professoras dessas Salas com o propósito de descrever como as professoras das SRM relatam a percepção das professoras de salas regulares acerca do trabalho realizado nessas SRM; a interação dessas professoras especialistas com as professoras das salas comuns, com os estagiários e com as famílias, e as atribuições das professoras das SRM. Uma análise temática das transcrições mostrou que tanto as professoras das salas regulares quanto os gestores não têm clareza acerca das funções dessas Salas e possuem expectativas equivocadas com relação ao trabalho lá desenvolvido; a frequência e duração das reuniões dos professores de SRM com as docentes das salas de aula regulares, bem como os locais onde tais reuniões ocorreram, não eram adequados; a interação das docentes das SRM com as famílias e com os estagiários foi considerada proveitosa; dentre as atribuições dessas professoras destacam-se: fazer adaptações de materiais e atividades pedagógicos para os alunos com deficiência, organizar o Plano Educacional Individualizado, demonstrar outras maneiras de apresentar determinados conteúdos programáticos, trazendo materiais e jogos como recursos, promover curso de formação acerca de Tecnologia Assistiva e Comunicação Alternativa, realizar a adaptação de provas empregando frequentemente recursos de Comunicação Alternativa. Além disso, as professoras de SRM revelaram que o professor de sala comum e as famílias desconhecem as funções do professor de AEE.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT In 2008, the Brazilian Ministry of Education (MEC) created a program to implement Multifunctional Resource Rooms (MRR) to guarantee Specialized Educational Services (SES) for Special Education students. Interviews were conducted with 18 MRR teachers with the purpose of describing how MRR teachers report the perception of regular classroom teachers about the work carried out in these MRR; how MRR teachers interacted with regular classroom teachers, teaching assistants and families; and what attributions they had. A thematic analysis of the transcripts showed that both teachers in regular classrooms and school principals not only failed to have a clear picture of the MRR functions, but also had unmet expectations regarding the work developed there. The frequency and duration of the meetings of MRR teachers with those of regular classrooms, as well as places where such meetings took place were not adequate; interaction of MRR teachers with families and teaching assistants was considered beneficial. Among the attributions of these teachers, the following were highlighted: adapting materials and pedagogical activities for special education students, organizing the IEP (Individualized Educational Plan), demonstrating other ways of presenting certain curriculum subjects, bringing materials and games as resources, promoting training courses about Assistive Technology and Augmentative and Alternative Communication (AAC), adapting tests by frequently using AAC resources. Moreover, MRR teachers report that regular classroom teachers and families are unfamiliar with SES teachers&#8217; objectives.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN En 2008, el Ministerio Brasileño de Educación (MEC) creó el Programa de Implementación de Salas de Recursos Multifuncionales (SRM) para garantizar el Servicio Educativo Especializado (SEE) al público de Educación Especial. Se realizaron entrevistas grabadas a 18 maestras de estas Aulas con el propósito de describir cómo las maestras de SRM reportan la percepción de las maestras de aulas regulares sobre el trabajo realizado en estas SRM; la interacción de estas maestras especialistas con las maestras en las aulas comunes, con los pasantes y con las familias y las atribuciones de las maestras de SRM. Un análisis temático de las transcripciones mostró que tanto las maestras de las aulas regulares como los directores no tienen claro las funciones de estas aulas y tienen expectativas equivocadas con respecto al trabajo que allí se desarrolla; la frecuencia y duración de las reuniones de las maestras del MRR con las maestras de las aulas regulares, así como los lugares donde se llevaron a cabo dichas reuniones no fueron las adecuadas; se consideró beneficiosa la interacción de las maestras de SRM con las familias y los alumnos; Entre las funciones de estas docentes destacan: realizar adaptaciones de materiales y actividades pedagógicas para alumnos especiales, organizar el PEI (Plan Educativo Individualizado), demostrar otras formas de presentar determinados planes de estudio, traer materiales y juegos como recursos, promover cursos de formación sobre tecnología de asistencia y Comunicación Aumentativa y Alternativa (CAA), adaptar las pruebas frecuentemente utilizando recursos de CAA. Además, maestras de SRM informan que las maestras de clases regulares y las familias no están familiarizadas con los objetivos de los maestros de SEE.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação inclusiva]]></kwd>
<kwd lng="pt"><![CDATA[Salas de recursos multifuncionais]]></kwd>
<kwd lng="pt"><![CDATA[Prática pedagógica]]></kwd>
<kwd lng="en"><![CDATA[Inclusive education]]></kwd>
<kwd lng="en"><![CDATA[Multifunctional resource rooms]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical Practice]]></kwd>
<kwd lng="es"><![CDATA[inclusiva]]></kwd>
<kwd lng="es"><![CDATA[Salas de recursos multifuncionales, Práctica pedagógica]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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