A gestão escolar frente ao processo de inclusão

Abstract

This paper presents as an initial questioning "What are the challenges and difficulties to be overcome in order to bring the specialist teacher closer to the Specialized Educational Attendance of the common room teachers and the direction, supervision and school guidance with the purpose of contributing to the inclusion of the students of the special education?". In order to find answers to this problem, we sought to identify the difficulties faced and the actions being taken by the managers of a school of the Municipal Public Network of Camaquã, RS to allow the inclusion and interlocution between the specialized teachers in AEE and the common room in a collaborative way. As specific objectives we want to verify if there is interlocution between the AEE teacher and the common room teacher and if there is an understanding of AEE's role in the school; to identify the role of management in the interlocution process between the AEE teacher and the common room teacher, aiming at an effective school inclusion; to investigate the role of the AEE teacher and the common room teacher with a view to quality inclusion; identify the actions being taken by the management so that there is interaction between the AEE teacher and the common room teacher; identify the difficulties encountered by management so that the AEE teacher can develop their activities with the teacher of the common room; and verify the actions of school managers (teachers, supervisors, counselors and directors) to include the inclusion of students with special needs. During the research, teachers were interviewed, questionnaires were used, observations were made, and document analysis was carried out to verify how this management process occurs. Thus, it was verified that the management of the process of inclusion of the school is a great responsibility of the teacher of Specialized Educational Attendance, which hinders relations and the interlocution between the teachers, since they do not feel responsible for the teaching process of this student. In the documentation of the school, School Regiment and Pedagogical Project, Special Education is placed as something apart, not part of the whole, which can be verified in daily practices and in the management of the inclusion process.