Educação inclusiva e os desafios da equipe gestora de uma escola regular de ensino

Abstract

This work analyzed the challenges encountered by the management team of a regular public school in the inclusion of students with special educational needs. This case study sought to describe the perspective of Inclusive Education from a historical view, legal conditions and care, the national, state, regional scenario and the school unit in which this study was carried out. After this description, an analysis of the school management was carried out, having as axes the inclusive school and the democratic management, considering that the inclusion denotes a management team with a more reflective and open profile to the differences as basic condition for the construction of a school for all. Therefore, it was based on the premise that a school to be inclusive of management has to be exercised in a democratic and participative way. This paper analyzes the academic thinking of authors who investigate these themes, such as Mantoan (1997, 2011); Carvalho (2014); Dutra and Gribosk (2012); Seabra, Ferreira and Neiva (2017); Burgos and Canegal (2011); Neubauner and Silveira (2009); Paro (1998); Tezani (2004); Oliveira (2010); Luck (2010); and Silva (2006). The results allowed to infer that in the studied school the pedagogical and administrative actions concerning the effective inclusion of students with special educational needs occur, but without the proper articulation among those involved – parents, students, teachers and managers. This demonstrated the unpreparedness of the school community to promote the necessary conditions for the realization of inclusive education as a right and democratic management as an instrument. These findings were used in the construction of the Educational Action Plan proposed at the end of this work with the definition of strategies and actions for the strengthening of inclusive education.