A gestão escolar na construção de uma escola inclusiva: fundamentos e práticas na rede de ensino municipal de São Luís/MA

Abstract

The inclusive paradigm placed the school in a process of changes to promote access to systematized knowledge for those who were excluded from this environment, especially people with disabilities, global developmental disorders and / or with high skills / giftedness, target audience of Special Education according to the National Policy of Special Education in the Inclusive Perspective of 2008. In this process, the role of the school manager in articulating knowledge and practice concerning the construction of a school that contemplates the diversity of its students promoting learning is focused on this process. The theoretical discussion of this study, historically rescues the main paradigms that currently permeate (ram) both special education and school management influencing public policies in both areas in dialogue. The objective is to learn about school management practices and concepts in the São Luís municipal education system as of 2008, analyzing how these have enabled (or not) the implementation of inclusion policies for students targeting special education, and, specifically: the implicit and explicit conceptions of disability and inclusion for the school manager are identified when corresponding to the pedagogical demands of students with disabilities; administrative, political and pedagogical implications that permeate school management for the inclusion of students with disabilities are pointed out; the knowledge and practices of the management implemented in the school and their contribution (or not) to the effective inclusion of students with disabilities through the Political Pedagogical Project - PPP are analyzed; there are concordant and discordant aspects of school management in the São Luís municipal network with the current special education policy. The research has a qualitative-quantitative approach, consists of an exploratory and descriptive study developed with 13 managers (general and deputy) from 07 schools in the municipal network of São Luís / MA active in the period between 2008 and 2015. For data collection, we used semi-structured interview and document analysis of the PPP. The data were interpreted in the light of content analysis, organized into categories for better clarity of the discussion. The results point to a process of acquiring an inclusive conception, with stems of integration permeating the ideological set of school managers.