IN THE WAY TO THE ACTION OF TEACHERS TO ACT IN MULTIFUNCTIONS RESOURCE CLASSES

Abstract

The article reports the elaboration process and execution of a course of teachers' formation to act in Classes of Recursos Multifunction, your senses, challenges and possibilities. Action financed by the first call to encourage research and extension in basic education in the history of Fapemig (Foundation for Research of the State of Minas Gerais), the proposal was aimed not only theoretical training of teachers, but effective actions to Care educational Specialist in basic education schools. From the theoretical and methodological point of view, it was proposed to put into question the relationship between university and primary school by the displacement of the hierarchies that tend to establish between these two institutions in extension activities. Therefore, it was proposed that the preparation of the programmatic content of the course was grounded in the reality of school data, with the active participation of teachers and students of project execution space, without dissociating research, teaching and extension. Were considered critically the experiences of inclusion already carried out in the Upper São Francisco region, the Midwest region of Minas Gerais, proposing not only an interpretation of practice (in-training), but an invitation to the preparation of new shares of inclusion, materialized in projects to implement new Multifunction Resource Classes. The (in) success of this proposal, to be discussed, demonstrated many challenges in social inclusion through educational Specialized care in Multifunction Resource Classes that go beyond the teacher's performance in SRM and involves various fields of knowledge and pedagogy, medicine and psychology.