Gestão, inclusão e a escolarização dos estudantes público da educação especial

Abstract

"This dissertation is the result of a research conducted within the Graduate Program in Education (PPGEDUC) offered by the Federal University of Catalão (UFCAT), the study investigates how inclusion has been promoted in the context of basic education, emphasizing that promoting the inclusion of students with special educational needs involves not only access to school but also ensuring their permanence, participation, and learning in environments that respect differences and provide support tailored to each student’s needs. In this scenario, school managers play a strategic and essential role, as they are responsible for coordinating resources, training and mobilizing the pedagogical team, implementing public policies, and fostering an institutional culture that values diversity. The research problem addressed was: What has been the role of municipal school managers of elementary schools (Grades I and II) in facing the challenge of school inclusion for children and adolescents with disabilities in the municipality of Ipameri - GO? The objective was to investigate the legal guidelines for Special Education in the Municipal Education Network and the role of school managers regarding the inclusion and schooling of students with special educational needs. Specifically, it aimed to describe the legal guidelines, analyze the role and actions of school managers in relation to the schooling of students with special needs, and understand the repercussions of inclusion on school management based on managers’ actions. Eleven managers—principals and coordinators—from municipal elementary schools participated in the study. Data were collected through questionnaires for participant characterization and semi-structured interviews, with analysis and interpretation carried out through meaning nuclei. The results, analyzed based on Legal Guidelines for Special Education and School Management, revealed three nuclei: (1) Investments, Support Networks and Supports (repercussions for inclusion), (2) the Role and Actions of School Managers, and (3) Inclusion, Management, and the Pedagogical Political Project. The findings showed that not all managers recognize the importance of school management as an articulator of public policies and inclusive pedagogical practices. It is urgent to invest in critical and continuous training, ensure adequate structural conditions, and promote a paradigm shift towards inclusive education. "