Formação continuada do gestor escolar: instrumento facilitador no processo de inclusão de alunos com deficiência nas escolas estaduais de Uberaba

Abstract

The present dissertation was developed under the Professional Master in Management and Evaluation of Education (PPGP) of the Center for Public Policies and Education Evaluation of the Federal University of Juiz de Fora (CAEd / UFJF). Through a case study, the presented research addressed the theme of school management in an inclusive perspective, including, through the analyzes carried out, the challenges that the school management of the Henrique Kruger State School faces for the implementation of the student inclusion process with disabilities. A historical study of the legal conditions of assistance to the disabled student from the nineteenth century to the present day was carried out, addressing the national, state and municipal levels. After this description, an analysis of the school management was carried out from a quantitative research, in which we used as instruments the application of semistructured interviews and the documentary research. From the interviews, the analysis axis was considered: Special / Inclusive .Education; Teacher training; Individual and Family Development Plan. They contributed to the analysis: the authors Carvalho (2006), Correa (2010), Glat (2009), Mantoan (2003), Mazotta (2006), Silva (2012), Stainback and Stainback (1999) Special and Inclusive, and other authors who defend education in an inclusive perspective. The results found allow us to conclude that, in the researched school, administrative and pedagogical actions do not contribute to the inclusion of the real thing; the school manager has not been sensitized to the need to offer resources and adaptations to students with disabilities, which compromises the work of all the school staff. These findings contributed to the construction of the Educational Action Plan proposed at the end of this work, which defines strategies and actions that will contribute to the school's transformation into an inclusive perspective, offering students who are the target audience of Special Education , equal opportunities in access to the school environment.