O papel da gestão escolar na construção de uma escola inclusiva: desafios e possibilidades

Abstract

This study, developed within the scope of the Professional Master’s Program in Management and Evaluation of Public Education (PPGP) at the Center for Public Policy and Education Evaluation (CAEd), of the Federal University of Juiz de Fora (UFJF), addresses the guarantee of the right to education for students with disabilities, Autism Spectrum Disorder, or high abilities/giftedness, problematizing the school inclusion of these individuals. In this context, the necessity for the comprehensive implementation of these students' inclusion to be effectively implemented, adopting a perspective that moves beyond the mere provision of school vacancies and the enrollment of these students in the regular education system, to one that ensures quality education for all. To this end, the present work analyzes the reality of a state public school in Juiz de Fora – MG, seeking to understand how this institution can enhance its practices aimed at the successful inclusion of these students. Consequently, documentary research and data collection were initially conducted. Subsequent to this, a qualitative study was performed, utilizing online questionnaires administered to the school administrator, the basic education specialist, multifunctional resource room teachers, and general education/support teachers as data collection instruments, with the aim of comprehending the existing gaps within the school context. Through the analysis of the researched school's context and the responses obtained via the questionnaires, the structure of the inclusive process within the institution was precisely ascertained, emphasizing the pressing need for refining inclusive practices. For this refinement, collaborative work among professionals is deemed essential for overcoming the challenges identified. In this vein, an Educational Action Plan was structured as a proposed intervention in the school's organization to effectively address and surmount the challenges found in this research. The theoretical framework of this study is based on authors and legislation relevant to the investigated topic. In the field of school inclusion, the following stand out: Man toan (2015), Mantoan and Lanuti (2022), Pimentel (2018), Dall’Acqua and Carneiro (2014), and Sassaki (2005). Regarding school management, the theoretical basis relies on the studies of Lück (2009, 2014), Vieira and Silva (2022), and Camara (2017), among other authors mentioned throughout the text. As an extension of this research, conducting further studies is considered relevant to deepen the analysis of collaborative practices among school professionals, encompassing the coordination between ma- nagement, faculty, Specialized Educational Services professionals, and families, thereby broadening the comprehension of the challenges and progress in consolidating a truly inclusive school.