A função político-pedagógica da gestão educacional na inclusão escolar de crianças com deficiência visual

Abstract

This final course work aimed to analyze the political-pedagogical function of school management in the inclusion of children with visual impairments. Its specific objectives were to engage in a dialogue with the management of a public school regarding the inclusion of blind children, understand how the school council is involved in the inclusion process, and discuss the role of the pedagogical team in the inclusion process of blind children in the school. From a theoretical and methodological perspective, we initially sought to study the concepts of educational management and inclusive education, understanding how they relate within the public school context through a dialogue with authors such as Dantas (2021), Lima et al. (2018), Santos (2012), and Luck (2009). The research was characterized as a case study and utilized the semi-structured interview instrument to collect data at EMEF General Rodrigo Otávio. As a result of the research, the text indicates that the interviewed manager understands that the relationship between educational management and inclusive education occurs to the extent that her work is committed to this demand, and her role involves promoting dialogue with various instances, coordinating the councils and the pedagogical body of the institution in the processes of inclusion of children with visual impairments.