The role of the resource room teacher in pedagogical coordination

a space for continuing education or bureaucratic notices?

Abstract

The focus of this research was to find out if, in the pedagogical coordinations, the teachers of Specialized Educational Service (AEE) who work in resource rooms have an active voice in relation to the organization of the pedagogical work and if they are able to carry out collaborative work with the teachers of the classes. regular. In this sense, in order to investigate what are the main difficulties of the professionals in the multifunctional resource rooms, a questionnaire was applied with 14 teachers who work at the AEE at the Education Secretariat of the Federal District (SEDF) and who were enrolled in the course “Pedagogical Practices for Service Educational Specialized in the Professional Education School of the Federal District - EAPE / SEDF. It was observed that a large part of the educators of the common classes still have resistance to carry out a work considering students with disabilities and, also, to see pedagogical coordination as a space and time for continuing education. According to this research, it can be seen that, in many situations, pedagogical coordination is used as a moment of just fulfilling a purely formal role, discussing bureaucratic aspects of schools. However, the collective pedagogical coordinations must stop being just a space for teachers to report their difficulties and problems in the classroom, complain about the lack of didactic material and deal with the issues of undisciplined students. Pedagogical coordinations should be seen as spaces for continuing education and reflective discussions and not just as a space for sharing bureaucratic notices.