Experiência de aprendizagem mediada (EAM) na prática pedagógica de professores que atuam em sala de recursos multifuncionais (SRM)

Abstract

In recent years, studies on inclusive education have advanced significantly in Brazil. Discussions about school inclusion and the participation of individuals with disabilities in regular education have gained momentum, driven by the Brazilian Constitution. In this context, the pedagogical practice of teachers in the realm of special education, within the framework of inclusive education, warrants critical reflection. To evaluate the potential for human cognitive development, studies have been conducted in Brazil on the Structural Cognitive Modifiability (SCM) Theory proposed by Reuven Feuerstein. This study investigated the pedagogical practices of teachers working in multifunctional resource rooms (MRR) through the lens of Mediated Learning Experience (MLE). The participants were seven teachers, aged between 35 and 61, working in MRRs in Nova Mutum, Mato Grosso. The teachers completed a questionnaire divided into four sections: 1) teacher characterization; 2) challenges in pedagogical practice; 3) conceptions of teaching-learning and mediation; and 4) perceptions of development. Data were collected in person, and the project was approved by the CEPHumanities at UFMT.The findings revealed the following: the majority of participants were female (86%); the average professional experience was 16.86 years; 57% held a degree in pedagogy, and 100% had a specialization in education. Regarding perceptions of training, 71% believed their undergraduate studies contributed to working with students in Special Educational Services (SES); 57% identified the need for courses on SES during initial teacher training, and all teachers participated in continuous professional development.Challenges in pedagogical practice included difficulties in understanding the specificities of students with special needs, a lack of systematization within the school network, and concerns about the shortage of specialized professionals in special education.Evocations of terms showed positive associations:"Special Education" was linked to inclusion, empathy, and respect."Teacher" was associated with love, empathy, creativity, and understanding."Mediation" emphasized dialogue, commitment, and affectivity.Knowledge of mediation revealed that most participants (5 out of 7) were familiar with key authors on the subject, though gaps in specific training on inclusive education and mediation persisted. Effective mediation strategies highlighted the importance of understanding student abilities, establishing emotional bonds, and promoting open, collaborative dialogue.Factors influencing success and failure in pedagogical practices were identified:Success: teacher mediation (50%), didactic-pedagogical resources (33%), school infrastructure (17%).Failure: student performance (43%), didactic-pedagogical resources (29%), family support (14%).Regarding atypical development, 71.43% reported having received training on the topic, although their understanding varied, ranging from delays to specific disorders. Teachers in MRRs identified weaknesses in implementing mediated pedagogical practices, including the need for qualified training to better understand the target audience of special education and issues related to school infrastructure and pedagogical projects.Investing in training programs to equip teachers with the skills needed to provide meaningful and appropriate educational opportunities for all students is essential. The articulation between MRR and MLE offers a promising pathway for fostering inclusive and high-quality education.