A gestão escolar frente ao processo de inclusão

Abstract

The present study aimed to analyze the perception of Director, Educational Supervisor and Teachers as regards the inclusion of PNEEs in the Escola Estadual de Ensino Fundamental São João Batista de La Salle, in the municipality of Arroio do Tigre/RS. This is a qualitative research conducted through field study, documentary research and the use of a questionnaire applied to two managers and six teachers to collect information. The analysis of the information was through the reduction steps, presentation and completion/verification. The meanings identified in the perception of managers were: the inclusion process, the legal aspects and actions undertaken in relation to the first two, and for teachers, professional preparation and actions for inclusion process. Regarding managers, to the extent possible they seek remedy the shortcomings of human and material resources. Teachers indicate discomfort, they feel limited in serving PNEEs; consider inadequate training, excessive work in the classroom and with the adoption of class multiseriate increased by the presence of PNEEs, lack of human resources (experts), and lack of space for exchange of ideas. Inclusive education is one of the new challenges facing the school management, in the face of new demands of the school. It is suggested to continuing education for teachers and school managers to overcome the existing problems in the institution.