Uma matriz inclusiva e uma gestão escolar: sujeitos e escolas em produção

Abstract

This master’s thesis was carried out in the Postgraduate Program in Education, in the research line Special Education, Inclusion and Difference. It comes from the Research Group in Special Education and Inclusion. The research problem is: how does school management find resonance in inclusive school curriculum, producing discursive practices for school management? Considering the question, thinking and problematizing statements of the guiding documents of Brazilian educational policy were the objective of this research, designed by an inclusive school curriculum that creates, orders and mobilizes precepts of an inclusive school management. The research goals were to understand the school as an institution that goes over time, changing and updating itself to produce subjects; to identify elements of an inclusive curriculum in educational policies, taking as reference Foucault studies in Brazilian researches, which problematize the discourses of school management under the perspective and effects of an inclusive curriculum, seeking to identify precepts for an inclusive school management. It was possible to think and register in this research that the educational policies of our time, considering the neoliberal rationality, denote inclusion as a possibility, which has been the basis to the invention of school management. Having governmentality as a tool, it was possible to construct analytical lenses to identify precepts of school management, based on a set of excerpts from official educational documents. The following precepts were systematized: decentralization of management; commitment to universalization and risk management; developing evaluation processes and risk management methodologies; articulation of the school to a safety net; managing basic learning needs of all; developing teacher training as a way of sharing responsibility for the institution; developing awareness-raising strategies; and, solving problems faster, producing the feeling that everyone is participating to decisions. From these precepts, it is possible to say that individual and collectivity government constitute strategies of the school management process.