Educação inclusiva, a sala de recursos multifuncionais na escola regular e o uso da impressora 3D : um estudo de caso sobre a mediação do ensino na prática pedagógica

Abstract

The inclusion of students with special educational needs in the regular classroom ensured respect for the dignity of people with disabilities, especially since the creation of the National Policy for Special Education from the perspective of Inclusive Education in 2008. Along with this social advancement, it is necessary to develop, improve and reflect on the pedagogical practice for the learning of this target audience. In this sense, the research aimed at investigating the pedagogical practice of the Multifunctional Resource Room (SRM) teacher related to the use of 3D pedagogical materials in the teaching of students with special educational needs. Based on the concepts of Mediation and Higher Psychological Functions proposed by Lev Vygotsky (1998), the activities applied with 3D pedagogical resources and carried out by students in Specialized Educational Services were analyzed. As a result of the research, a Guideline was produced as an educational resource explaining the production and use of materials produced by a 3D printer, with application procedures to facilitate the interaction between teachers and students with special educational needs during the learning process in the Elementary School stage. This research is a qualitative case study, as proposed by Prodanov and Freitas (2013), carried out in a regular school in the state of Goiás, Brazil, and the SRM teacher was the only participant in the research. The study on mediation between learning and knowledge focused on the pedagogical resources produced by a 3D printer to meet the educational needs of children enrolled in the SRM. The results indicate that classes planned with defined objectives, pedagogical intentionality and the use of 3D teaching resources corroborate with the development of Higher Psychological Functions.