Educação inclusiva como princípio de gestão escolar

Abstract

This study aimed to analyze the actions of school management at the Municipal School of Basic Education (MSBE) Chácara das Flores, located in the city of Santa Maria – RS, aiming to understand how the inclusion principle is being operated in the practices that are developed by the subjects that act there. At this school, a great part of the students come from families in social vulnerability situations. In face of this, and intending to transform this reality, the management started assuming the Inclusion Policy as the core of its work. This study was methodologically organized with a school’s principal and vice-principal interview and the analysis of the Political Pedagogical Project (PPP) and the school’s regiment. The data were analyzed from authors such as Carvalho, Roseiro e Lourenço (2020); Gallo (2014); Kohan (2020); Ribeiro (2020), among others, in brief research that constitutes the state of art. From this study, it was perceived that the practices that are being developed are being meaningful in the school context. Believing in the inclusion as a possibility of changing was fundamental to the school reinvent itself and deconstruct its existent meanings and the ones about the subjects that have passed by it. As a result of collective work, Chácara das Flores School is seeing as a space that materializes the potentiality of what schools can do in the production of a society that shows itself attentive to the singular, and fortifies our possibilities of life with the other.