Gestão e inclusão: o contexto de duas escolas municipais de Jaguari/RS

Abstract

This paper had as its overall objective to comprehend the contribution of the school management regarding the inclusion of students with disabilities and special educational needs in two municipal school in Jaguari/RS, the chosen schools were an early childhood education school and an elementary school. In this context, it was intended to identify the strategies put into action by the school management regarding the movement of inclusion of this public into a regular school. The research was characterized as a qualitative research, and a semi-structured questionnaire and the Pedagogical Project of the schools were used as instruments of data collection. The questionnaire was answered by two principals and two pedagogical coordinators, representing the management team of two municipal schools of Jaguari/RS. In order to write this paper were utilized, as theoretical input, the National Policy on Special Education in the Perspective of Inclusive Education (PNEEPEI), the Brazilian Law of Inclusion of the Person with Disabilities and studies related to School Management and Special Education. Among the writers which based this paper we can find Caregnato (2006), Mutti (2006), Gadotti (2004), Glat (2012), Antunes (2012), Gonçalves (2015), Libâneo (2004), Luck (2006), Mendes (2014), Vilaronga (2014), Zerbato (2014), Milanesi (2012), Silva (2009) and Yin (2001). From the data obtained, it was possible to identify that the participants of the research do not know much related to the context of Special Education and they have questions regarding how to promote inclusion in school. Therefore, it was possible to understand that a clarification concerning the service of Special Education in both schools, as well as the role, operation and organization of the AEE and the target audience to be served by this teaching method is needed.