Gestão e articulação do processo de inclusão em uma escola da rede estadual de Minas Gerais

Abstract

This study was developed within the scope of the Professional Master's Program in Education Management and Evaluation (PPGP) at the Center for Public Policies and Education Evaluation of the Federal University of Juiz de Fora (CAEd/UFJF). The case study discusses the management of the inclusive educational practices in a public school in the state of Minas Gerais. Therefore, this study seeks to answer the question: What challenges does the management school team face in promoting effective collaboration among teachers to ensure students with special needs have equal access to education and the opportunity to thrive in a public school in Minas Gerais? The overall aim of this study is to investigate the management process of inclusive education and its interactions with the school players involved in special education in a public school in Minas Gerais. The specific objectives are: i) to describe how special education has been implemented, following the guidelines of the State Department of Education of Minas Gerais (SEE/MG); ii) to analyze the interaction and collaboration between professionals involved in special education at State School Aurora, according to Resolution SEE No. 4256/2020; iii) to propose actions to support the management team in promoting coordinated work between regular education and special education teachers. The theoretical framework of this study encompasses the analyses by researchers who discuss inclusive special education; the role of school leaders in this process; and the importance of fostering collaboration. Among the authors studied, the following are noteworthy: Michels (2006), Mantoan (2015), Santiago and Santos (2015), Rapoli et al. (2010), Miranda (2015), Vilaronga and Mendes (2014), Pletsch et al. (2021), Silva and Martins (2024). The research, with a qualitative methodology and case study method, used documentary analysis, questionnaires and semi-structured interviews with the teaching staff and the school management team. The results indicate the existence of significant barriers in the teaching and learning process. The Educational Action Plan (PAE) proposes improving inclusive management, strengthening effective collaboration among school players, and providing continuous professional development for these educators.