Inclusão escolar: desafios dos gestores na orientação docente

Abstract

The present study analyzes how managers can help faculty in the face of school inclusion. The locus of our research is the management team and teachers of two schools, one is the Educational Cooperative of Early Childhood Education and Elementary School, located in the city of Espumoso and the other Municipal School of Early Childhood Education, located in the city of Lagoa dos Três Cantos, both in the state of Rio Grande do Sul. It was based on bibliographical surveys such as Libane, Lück, Mantoan, Paro, Sassaki, Souza and Dalberio. The specific objectives of this study were to analyze how managers guide the teaching staff towards inclusion, the performance of the manager towards inclusion and verify the positive and / or negative results of this work. The methodology of the research was qualitative, using a case study to reach the proposed objectives. With the accomplishment of this research, it was possible to understand the importance of the orientation of the managers in the construction of an inclusive school that meets the needs of the included student, as well as gives the support to the teacher to develop his work. Faced with this, we conclude that schools are moving slowly in this process of inclusion and, even receiving the support of managers, the difficulties are still numerous.