Gestão educacional e inclusão de alunos com autismo e psicose: é muito difícil?

Abstract

This study aims to investigate how educational managers perceive the inclusion of students who presents autism and psychosis. To conduct this research, I reflected about the repercussions of the current proposal of educational management in the school environment. From the 90s, many changes have been made in the field of education. Teachers do not feel prepared to attend the demands of inclusion politics. About this question, they answer that is “very difficult”. Through this study I intend to unravel what is so difficult by analyzing the lines of those interviewed. For that, I tried to explore how the schools management has been organizing from the current education politics and I chose as focus the politic of inclusion and inclusion of students who present autism and psychosis. As a methodological support, I organized semi structured interviews with educational managers, observing the precept that everyone in the school community makes part of management of school. Interviews revealed there is a malaise installed at schools which is evident on the teachers’ reactions in the presence of daily problems at educational environment. They are disillusioned about their practice and surrounded by feelings of impossibility and loneliness. In the case of students who present autism and psychosis, an exit founded for this research’s subjects for their lack of knowledge about how to work to these students is the social issue again. The socialization was identified as the main objective of these students in school. Feelings of incapacity and incredibility before the inclusion of students with autism and psychosis show why it is "very difficult" include those students.