A gestão de práticas inclusivas: reflexões a partir do olhar das professoras de apoio

Abstract

The present thesis was developed in the Professional Masters Programme in Educational Management and Evaluation (PPGP) of the Public Policy and Educational Evaluation Center from the Federal University of Juiz de Fora (CAEd/UFJF). The research discusses the management of inclusive practices and proposes reflections from the perspective of support teachers of the last years of the basic education, in the Flowery Fields State School (fictitious name used to preserve the real identity of the institution), from the Regional Education Superintendence (SRE) of Sete Lagoas, Minas Gerais. The research intended to unveil the management of the inclusive practices, and also to rethink to what extent such practices have been contributing to the consolidation of the inclusive processes. The general objective of the research is to analyze, from the interviewees’ perspective, the support teacher’s role in the inclusive practices management of the Specialized Educational Attendance (AEE). Specific objectives were to describe Brazil’s and Minas Gerais’ special education public policies, and it’s repercussions in SRE Sete Lagoas; to analyze the inclusive practices management developed by the support teachers, seeking to identify their difficulties and challenges and correlating it to their qualification; and, lastly, to propose an action plan seeking the improvement the inclusive processes at the researched school. The research have a qualitative nature, and the field interview was a research instrument. As theoretical references, the thesis was based on the studies of Mantoan (1997; 2001; 2003), Carvalho (2013), Capellini (2004, 2008, 2009), Beyer (2005, 2013), Glat (2011, 2012), Silva (2007), Nóvoa (2012), Tardif (2013), Booth e Ainscow (2011), amongst others. For those authors, inclusive school must reinvent itself, transforming its entire organizational and physical structure, and also its pedagogical and curricular practices, seeking to accept diversity and to promote the Education to All. One of the foremost cornerstones of this process is the teachers’ initial and continued qualification, which must be on the center of educational public policies.