Detalhes bibliográficos
| Ano de defesa: |
2014 |
| Autor(a) principal: |
Freitas, Flaviane Pelloso Molina
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| Orientador(a): |
Schneckenberg, Marisa
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| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
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| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
UNICENTRO - Universidade Estadual do Centro Oeste
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| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação (Mestrado - Irati)
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| Departamento: |
Unicentro::Departamento de Ciências Humanas, Letras e Artes
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| País: |
BR
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| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
http://localhost:8080/tede/handle/tede/351
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Resumo: |
This study aims to analyze the formation of the school manager for the realization of an inclusive school, developed by the Program entitled "Inclusive Education: Right to Diversity", that occurred over the last ten years (2003-2013). We sought to identify the concept of school inclusion proposed by training, the concept of inclusive education and are possible relationship with the school management and the methodology and expectations regarding the role of the school manager to execute the inclusion. The research was based on a literature review on the topics inclusive educational policies, school inclusion, school management and formation, based on the Brazilian legislation and key authors, culminating in a documentary analysis educational content of the program on ten official documents and nine secondary documents, these consist of dissertations and a research article. School inclusion as a right of all students without distinction, to enter and remain in the regular and ordinary school through education and meaningful learning, and that values difference and diversity of all students, is synonymous with change school and education. Where by action by the school manager is revised curriculum, the temporality of learning, grading, disciplinary workload, assessment and eliminated mechanisms of selection and discrimination, through an inclusive pedagogical proposal, and a democratic and participatory management involving all concerned by building a school culture and climate conducive to inclusion. Thus, segregate students into special schools become unacceptable and inconsistent attitude. Finally, analyzing the formation methodology developed by the program, it was found that formation was developed through strategies for multiplication and decentralization of formation to the federal government where the county by participating in this hub municipality shall be responsible for the formation of other municipalities within its coverage. The formation is developed through annual seminars, which has a workload ranging from 20 to 40 hours, evidencing a lack of sufficient time to answer questions and generate further discussion of the issues, having a reproductive character, which is a contradiction, since the formation is for inclusion and does not take into account the diversity and differences in realities of the municipalities involved. Finally, it is clarified that through reading and analysis of documents, it can be noticed that the proposed theoretical contents enriching naturally, but this significant formative collaboration can be lost due to the practical limitations of their achievement. |
