Educação para todos e cada um: considerações acerca da gestão para a educação Inclusiva

Abstract

This study is characterized as theoretical essay, proposing to look the management and school inclusion from Vygotskian referential. It is a bibliographic search that investigates Vygotsky’s contributions to management of inclusive education.The reflections were organized in order that the author propositions could be instrumental tool (theoretical instrumentation) for teachers' working. Thus, the Vygotsky’s writings on disability - studies of Defectology - and other more specific concepts and their relationships to management field were analyzed. The concepts were selected due to the centrality of theoretical work and the potential contribution to the management discussion on zone of proximal development, scientific concepts, language, mediation, and culture. From the understanding of the cultural-historical theory, greater dialogue was sought, deepening relations of Vygotsky’s ideas with the management, understood in areas of educational management, school management, and managing pedagogic matters. The meeting, the interweaving of references on the management, the educational inclusion, and Vygotskian concepts allow us to view alternatives to think education for everyone and at the same time education concerned about the learning of each student. It is understood that the purpose of any process of management organization, whether within the educational policies, school, or classroom should be to ensure the learning of every student.