Notas sobre o trabalho docente em sala de recursos com estudantes com altas habilidades ou superdotação

Abstract

This study aims to get to know the teaching work in a multifunctional resources room (MRR) that serves students with high abilities or giftedness. More specifically, we sought to discuss issues related to the tensions, challenges and possibilities of providing specialized educational assistance (SEA) in a public high school belonging to the state education system of Espírito Santo, located in the city of Vitória / ES; elaborate notes on hiring and teacher training; identify institutional conditions for fostering the application of pedagogical knowledge; weave understandings present the organization of the SEA in high abilities or giftedness based on national and state regulations and systematize reflections on high abilities or giftedness and the SEA from Delou (2007), Virgolim (2007; 2014), Freitas (2011; 2013) and Sabatella and Cupertino (2007). In methodological terms, the research was designed as a qualitative case study. As a theoretical contribution, the concepts of figuration and interdependence elaborated by Norbert Elias (1980, 1994, 1995, 1998, 2011) contributed to consider that the work of the specialist teacher is outlined from the interrelations established in the broader political context, which are expressed in the processes of hiring and organizing the work to be developed in resource rooms. In the analysis of the data, discussions and reflections on the work developed in the different service spaces were used, considering the documents that guide the teaching activity in MRR in Espírito Santo. It was observed that for the specialist teacher, assignments other than teaching are delegated, such as interinstitutional articulations and bureaucratic activities, characterizing an underestimation of the purposes of teaching and learning in the teaching work. The data show the need for more accurate information in the contract notices; conducting continuing education involving the topic of high abilities or giftedness and improving the dialogue between SEA and regular education in a collaborative perspective.