O trabalho na sala de recursos multifuncionais: O fazer entre o prazer e o sofrimento psíquico

Abstract

The Mulltifunctional Resource Classes (SRMs) are estabilished spaces in Brazilian publics in order to comply with the universal right to education to those with disabilities, global develomental disorders, high skills or gifted through of activity the Specialized Educational Assistance (AEE). By itself, does not make the inclusion effective. By the fact that include goes beyond legal impositions, it’s pervaded by human acts that fundamentally involves the professional Know-How relation. For the fact that it is a recent service and barely known by the society in general and in the ambit of the academy, the work done by AEE is permeated by nuances and challenges that only the teachers can express. In order to understand and to bring up in the conversation the work in the SRM, this research has the purpose of understand the intricacies of Specialized Educational Care (ESA) developed by teachers to promote actions for the inclusion of people with disabilities in public schools in the municipal network of Campina Grande (PB). It is a qualitative study on the approach and explanatory about the objectives. It was used as a theoretical-methodological framework the Work’s Psychodynamics. And It performed differentiated steps to collect the data: application of sociodemographic questionnaire, institutional visits and collective discussion meetings. For this, different techniques were handled, such as: the systematic and unsystematic observations of the work, the field diaries and collective discussion meetings. The research had the participation of 45 teachers to answer the questionnaire, 8 shcools were visited during the observation fase and 4 teachers working in the discussion’s group. The results showed that there ia a clear discrepancy about the prescriptions and the actual work of the AEE. The teaching staff have the need of elaborate various individual and collective tricks to stay active in educational institutions, which cause them to be in suffering experiences, both pathological and creative. Many of them, due to situations of intense pathological suffering, whether by direct charges against labor, by difficulties inherent in working conditions, by difficult intersubjective elaborations, and / or others; has presented mental exhaustion, requiring, therefore, request of transfer to regular classrooms to the Secretary of Education of the city. However, most part of the teachers, although they also show suffering, but the creative ones, still present aptitude for the establishment of defensive actions that have maintained them in the direct activity with the inclusion. Much of this fact happend because of the cohesion present in certain work groups and the recognition of the work done by those belonging to the school community, especially coming from the parents and caregivers of the children and AEE’s students. The characteristics of this activity done in Campina Grande (PB) are still not very visible, daily being required to the teachers a behavioral elaboration that allows to opportune self-assertion before the other professionals that constitute the educational network of the city, which has generated a lot of physical and mental wear to the professionals. It is hoped that the results of this research allow the education actors of Campina Grande (PB) to reflect on the reality lived by the AEE teachers, and, consequently, to adopt measures to improve the work. The provision of channels that allow the municipal education to get to know the characteristics and nuances of the work done by the AEE, the provision of better working conditions, and favoring spaces for collective discussion are actions that can enhance physical and mental health strategies for the workers. The teaching staff has become ill, urgent measures must be taken to ensure their well-being.