RESPONSIBILITIES OF THE TEACHER IN THE MULTIFUNCTIONAL RESOURCE ROOM WITHIN SPECIAL EDUCATION: A BIBLIOGRAPHIC REVIEW

Abstract

This study examines the responsibilities assigned by Brazilian legislation to teachers working in "multifunctional resource rooms" (specialized support classrooms) and how academic literature evaluates the conditions necessary for these responsibilities to be fulfilled. It is a qualitative bibliographic and documentary study that analyzed eight normative documents—ranging from the 1988 Constitution to Decree No. 12,686 of 2025—along with five studies published in open-access journals. The analysis reveals that Resolution CNE/CEB No. 4/2009 tasks these teachers with eight specific responsibilities, including developing individualized support plans, creating accessibility resources, teaching the use of assistive technology, providing guidance to families, and coordinating with the general education classroom. The reviewed studies highlight three primary tensions: the required training is brief, conducted in-service, and often delivered via distance learning; the accumulation of organizational tasks detracts from the teaching of academic content; and the support provided in the resource room often operates in parallel to the general classroom, with limited pedagogical coordination. Decree No. 12,686/2025—as amended by Decree No. 12,773/2025—maintains this support as a complementary activity, mandates an individualized plan based on case studies, and establishes a minimum of 360 hours of continuing education; however, it leaves the specific organization of the service to be defined by future regulations. The study concludes that teachers in these resource rooms currently serve as the cornerstone of inclusive policy; therefore, the definition of their responsibilities must be accompanied by robust professional training, dedicated time for coordination, and a clear delineation of their instructional duties.