Narrativas de gestores de escolas públicas frente à política de inclusão escolar: um estudo de caso na região Centro-Oeste - RS

Abstract

This qualitative study is framed in a sociocultural approach, which aims to understand if and how the term “inclusion” has assumed new senses and meanings for different subjects in different contexts. In order to carry this out, school managers from Public Education were interviewed to better understand how they guide their pedagogical practices and which conceptions are involved in this process. The corpus of this study was delimitated by three aspects: a) to be located in the mid-west region in Santa Maria; b) to be tied to the State Board of Education and, c) to offer elementary education. This search was performed, firstly, by a brief national public policies’ analysis in order to better understand the time and space of these changes. After that, theoretical foundations such as Chené (2014), Delory-Momberguer (2014), Ferraroti (2014), Josso (2004; 2012; 2014), Ricouer (1997; 2017) formed a theoretical structure about the (auto) biographical narratives. The semi-structured interviews were documented on audio, then, transcribed, and analyzed in a semantic basis in order to group affinity relations, generating categories. Then, there was a reagrupation of categories in micro unities, called common threads. The categories of analysis were The tread over up to here, were the professionals narrate professional and personal trajectories and Inclusion as a guide topic, in which recurrences of definitions about what the subjects understand by the term inclusion were observed. It was pointed out that the term inclusion is inherent to the social emergency and that the memories about professional or personal life are implicit to the manner that the subjects justify their own actions.