A função político-pedagógica da gestão educacional na inclusão da criança com TEA em uma escola municipal de Valinhos/SP

Abstract

This work aims to analyze how the management of a school in Valinhos/SP perceives its political-pedagogical role in the inclusion of children with Autism Spectrum Disorder (ASD). Our theoretical framework encompasses two main concepts: Educational Management which, according to Luck (2009), Sander (2009), and Paro (2013), is one of the spheres of professional activity in the field of education, responsible for planning, organization, leadership, guidance, mediation, coordination, monitoring, and evaluation of the processes necessary to ensure the effectiveness of educational initiatives aimed at the development of learning and students' formation; and ASD which, according to Schmidt (2014), is defined as a neurological developmental disorder that must be present since childhood, presenting deficits in the socio-communicative and behavioral dimensions. Methodologically, it is a field research, of an exploratory nature and qualitative approach, which resorted to data collection instruments: a semi-structured interview, and a non-participant observation of pedagogical experience. In general, the results point to three categories: (i) challenges, which are configured in the form of difficulties, problems, and crisis; (ii) schooling, whose issue appears linked to learning, literacy, and development; and (iii) democratic and inclusive management, which articulates elements such as participation, rights, and citizenship. Therefore, we understand that the construction of an inclusive and democratic school is a collective process that requires the involvement of the entire school community and the promotion of a culture of respect for diversity.