摘要：Abstract The article exposes the result of a documentary and bibliographic research that aimed to investigate the Ministry of Education proposal (MEC) directed to students with intellectual disabilities in the Multifunctional Resource Room (SRM). Thus, legal normative proposed by the Brazilian Ministry of Education and Culture (MEC) that support and guide rightfully the action of these professors have been prioritized. In the light of Historic-Cultural Theory, the concept of human development, of learning and teaching mediation (education) underlying the guidelines announced by MEC, are analyzed. It is also highlighted the importance attached (or not) to the school content. At the end of this research we can say that the guidelines published by MEC advocate a spontaneous education whose characteristics are antagonistic to the assumptions of the Historic-Cultural Theory and we can also say that the organization of a educational action covering the necessities of the students requires a counter proposal that values teaching mediation and the ownership of content. It is noticed that the preparation directed towards teachers is imbued with characteristics that denote emphasis on technical procedures and the use of available resources. So, it is understood that the organization of an educational action boosts students´ intellectual development demands a counter proposal that gives value to the teaching mediation and appropriation of content. Keywords: Multifunctional Resource Room. Students With Intellectual Disabilities. Teacher Training.
关键词：Sala de Recursos Multifuncional;Aluno com Deficiência Intelectual;Formação Docente
