Teachers’ perception in resource rooms on a network teaching of Paraná

Abstract

This research analyzed the perception of the teacher who works in resource rooms (SR) in public primary schools in Foz do Iguaçu/PR, about the school inclusion of NEE’s students. It’s a quantitative and qualitative research, using the technique of Collective Subject Speech (DSC). The data were collected in 2012’s first semester, through questionnaires answered by public primary school teachers. The results were organized in worksheets for descriptive analysis of speech. A well structured service was identified, showing a great concern at the public policies level about the inclusion’s perspective in the assistance provided in the SR to students from the lower grades (1st to 4th) of elementary education, evidenced through the monitoring conducted by the school, the existent communication between the SR professionals and the regular education and the use of teaching materials, highlighting the ludic activities. However, in spite of the great variety of the attended NEEs, it was explicit the difficulty in the teaching process that these professionals face. Though the Municipality shows a well structured educational service in public primary school for seeing NEEs, it’s still necessary some strategic modification to better attend these students.