A escola comum/educação especial: a relação da gestão com as práticas inclusivas

• Ano de defesa: 2015
• Autor(a) principal: Monteblanco, Valquirea Martins
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; BR; Educação; UFSM; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Escola regular; Gestão; Práticas inclusivas; Regular school; Management; Inclusive practices; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/7190

This study is part of the Line of Research in Special Education of the Program for Graduate Studies in Education (PPGE), in the Federal University of Santa Maria (UFSM) and analyzes the effects of implementation of the National Policy for Special Education on the Perspective of Inclusive Education (BRASIL, 2008c) concerning the school management. We aimed to understand how are established the relations of managers of regular municipal schools with inclusive practices. The research is based on a qualitative approach, using as a research tool semi-structured interviews conducted with managers of municipal schools of the city of Santa Maria, Rio Grande do Sul. The pedagogical political projects were also analyzed. School choice criteria included those with students belonging to the target public of Special Education and offering the Educational Service Specialist (ESS). We analyzed data using the content analysis method (BARDIN, 2011), covering three categories: Special Education, Management in School and Pedagogical Policy Project (PPP). The theoretical background of this study is based on theoretical formulations of the categories listed. The results of the interviews show that the managers of the schools said they know and even point out some difficulties on the proposal of the National Policy on Special Education: 1) identification of the target public of the policy, which excludes students with learning disabilities, 2) difficulty of dialogue between teachers on regular and special classes concerning to the planning and information exchange about students and 3) reluctance related to the time to attend training. Managers, although point out the most frequently difficulties found in the implementation of this policy, still believe that their school is inclusive, because, for them, the fact that the philosophy of inclusion is provided in the PPP s already guarantees this prerogative. In the three schools researched, we observed in the PPP topics taken from the proposed policy, but which are not in accordance with the reality of the school and the speech of managers. It is noticed that these schools face difficulties in identifying the adopted actions and inclusive attitudes. Managers still believe that inclusion is not for all students and consider the special education target audience linked to ESS actions.