A gestão escolar na promoção da inclusão de alunos público alvo da educação especial

Abstract

In view of the growing demand for enrollment of students targeted public special education in schools, significant challenges arise for educational management in promoting the inclusion of these students. In this context, democratic school management is essential, because it values the participation of all those involved. This work aims to analyze the actions and strategies adopted by school management to ensure the inclusion of these students. This analysis is justified by the experiences at the Federal University of Paraíba, especially during the curricular internships, which aroused interest in the subject. Although some management practices are presented as inclusive and democratic, they often fail in the implementation of concrete actions to promote the inclusion of people with disabilities. This discrepancy generated concern and motivated the research on the subject. In this scenario, we seek to answer the question: what is the role of school management in promoting the inclusion of public target students of special education? The methodology of this work comprises as a qualitative research, with the aim of exploring the relationship between democratic school management and inclusion through a field research. Data were collected through interviews and non-participant observation, these carried out with two school managers. The data were analyzed using the content analysis technique proposed by Bardin (2016).The results reveal that the main challenge of school management in this institution is the lack of continuing education focused on the theme of inclusion, especially in relation to the adaptation of activities. Regarding the actions and strategies adopted, it was observed that the school seeks to promote strategies such as Specialized Educational Care, accessibility and resources for learning. It is concluded that democratic management plays an essential role in promoting inclusion, contributing to the improvement of educational quality and the integral development of all children, including those who are target audience of special education. Despite the challenges faced, there are several possibilities to implement inclusive practices, which can be achieved through the engagement of all actors involved in the educational process.