Contradição na inclusão: uma proposta de adaptação do modelo escolar de 9 salas do FNDE em função da SEM

Abstract

Special education resource rooms (SERR) aim to complement the education of neurodivergent youth in elementary schools through the application of Special Education, however, the fact that this is a separate space from the classroom and often disconnected from the school's learning core can generate a lack of integration between neurodivergent and neurotypical students. Thus, the objective of this work is to adapt the nine-classroom school model of the FNDE so that the multifunctional resource environment works within the classrooms, since these models are used as a reference in the design of new schools and adaptation of existing institutions. To this end, a literature review was conducted on legislation related to the subject, from the perspective of psychology, school planning, and guidelines on SERR’s and elementary schools, to support a case study of one of the FNDE school models and its proposed intervention. Finally, it was possible to verify that from the architectural point of view, the existence of this hybrid environment is possible with advantages in the school learning sector, but with implications regarding adaptation in the pedagogical plan and the preparation of the professionals involved.