Uma matriz inclusiva e uma gestão escolar: sujeitos e escolas em produção

Detalhes bibliográficos
Ano de defesa: 2019
Autor(a) principal: Rodrigues, Martiéli de Souza
Orientador(a): Não Informado pela instituição
Banca de defesa: Não Informado pela instituição
Tipo de documento: Dissertação
Tipo de acesso: Acesso aberto
Idioma: por
Instituição de defesa: Universidade Federal de Santa Maria
Brasil
Educação
UFSM
Programa de Pós-Graduação em Educação
Centro de Educação
Programa de Pós-Graduação: Não Informado pela instituição
Departamento: Não Informado pela instituição
País: Não Informado pela instituição
Palavras-chave em Português:
Link de acesso: http://repositorio.ufsm.br/handle/1/19111
Resumo: This master’s thesis was carried out in the Postgraduate Program in Education, in the research line Special Education, Inclusion and Difference. It comes from the Research Group in Special Education and Inclusion. The research problem is: how does school management find resonance in inclusive school curriculum, producing discursive practices for school management? Considering the question, thinking and problematizing statements of the guiding documents of Brazilian educational policy were the objective of this research, designed by an inclusive school curriculum that creates, orders and mobilizes precepts of an inclusive school management. The research goals were to understand the school as an institution that goes over time, changing and updating itself to produce subjects; to identify elements of an inclusive curriculum in educational policies, taking as reference Foucault studies in Brazilian researches, which problematize the discourses of school management under the perspective and effects of an inclusive curriculum, seeking to identify precepts for an inclusive school management. It was possible to think and register in this research that the educational policies of our time, considering the neoliberal rationality, denote inclusion as a possibility, which has been the basis to the invention of school management. Having governmentality as a tool, it was possible to construct analytical lenses to identify precepts of school management, based on a set of excerpts from official educational documents. The following precepts were systematized: decentralization of management; commitment to universalization and risk management; developing evaluation processes and risk management methodologies; articulation of the school to a safety net; managing basic learning needs of all; developing teacher training as a way of sharing responsibility for the institution; developing awareness-raising strategies; and, solving problems faster, producing the feeling that everyone is participating to decisions. From these precepts, it is possible to say that individual and collectivity government constitute strategies of the school management process.