Gestão educacional e inclusão de alunos com necessidades educacionais especiais nas escolas do campo: um estudo de caso

Abstract

This study aimed to know how the educational manager of a city located in northwest of Rio Grande do Sul state propose the inclusion of students with special educational needs (NEEs) in schools of the field. The qualitative research was divided into two moments: preparation of the theoretical framework and collection and analysis of data. The collection and data analysis comprised two stages, the first related to considerations of the Organic Law and the Municipal Education Plan, where we found that in the documents there are no references about the inclusion of students with NEEs in schools of the field. In a second time, through the Subject Analysis (Análise de Conteúdo - Bardin 2008), were done the analysis of semistructures assessments realized with educational managers , identifying two categories: the first category, called “Policy of inclusion of people with NEE´s in schools of the field: at what field is?”, confirms the occurred in the documental analysis, where the Special Class, located at an urban area, is the only place to care about people with NEE´s. The second category called “Inclusive Education: ‘we try’”, shows that teachers try individually, basis on goodwill, to promote school inclusion, but without support theoretical nor practical provided from the municipal education management. It was concluded that there is much to be done to realize the ideals of inclusive education in the studied city and the experiences with the Special Class can and should guide this process. So it is essential a partnership between an educational management supported in democratic principles that allows revaluations and the schools from the field.