Desafios da inclusão escolar na Escola Estadual Padre Menezes

Abstract

This thesis intends, from the perspective of the schooling context of Escola Estadual Padre Menezes, reflect upon actions that may be developed by the management educational team in order to provide the integration of Special Education Needs Students (SEN). The focused school has been conducting distinctive work toward the students under SEM. However, there is much to be done so the integration becomes a constant practice in the school. Though the legal regulation, since the enactment of the Federal Constitution of 1988 to the law number 13.146/2015 – Brazilian integration of the disabled person law serve the essential service to the needs of students, yet there are obstacles in the effective practice of this inclusion in the school scenery. Towards it the general goal of this thesis is to understand about the process of school integration of these students who demand specialized services in the school scenery. To complement, three specific goals are following listed concerning the development of this thesis chapters: (i) describe the context of inclusion of SEN students in the state of Minas Gerais, (ii) examine how effective management and pedagogical strategies are in order to promote de inclusion of students who demand specialized services and; (iii) suggest an Educational Action Plan (EAP) that configure as a support to the management to provide the service students with special needs require. Over the first chapter historical milestones and legal boundaries concerning the inclusive education in Brazil are shown, as well as the path of public politics implementing over the inclusive education in Brazil as in the state of Minas Gerais, concluding with the presentation of the school presented in this thesis. Explaining how the inclusion of SEN students happens at school, the possible challenges to be overcame, the role of the supporting teacher, the training of school professionals who may act with the groups with SEN students, just as the management staff in relation to the inclusion practices. The second chapter the theoreticall framework of this thesis is introduced funded by the authors Bogdan; Biklen (1994), Ludke; André (1994), Lakatos; Marconi (2003), Cury (2005), Gatti (2005), Garcia (2006), Mantoan (2006; 2015), Paulon; Freitas; Pinho (2005), Marques (2006 e 2008), Capellini; Mendes (2007), Gomes (2007), Antunes (2008 e 2012), Carvalho (2008), Pletsch (2009), Castro; Regattieri (2010), Cruz (2010), Booth; Aiscow (2011), Melleti e Bueno (2011), Glat; Viana; Redig (2012), Mendes (2012), Santos (2012), Seabra Junior (2012), Fávero (2013), Machado (2013), Martins (2013), Mascaro (2013), Redig; Couto Junior (2013), Marin; Marreti (2014), Frias; Menezes (SD). The adopted methodology in this thesis consist of a qualitative research with a case study, based on the legal and theoretical regulations which investigate the issue The methodological pattern of this thesis is based on, specifically, the índex of inclusion (2011). The last chapter is about an action plan in order to solve the managements issues presented over chapters 1 and 3.