Gestão educacional: a inclusão de autistas no contexto escolar

Abstract

Given a context of inclusion, the school faces different demands, having to meet each subject according to their "limitations and differences" and nurture the participation of those in the teaching-learning process, like any other student, in accordance with existing laws. Therefore, among the subjects watched the premises of educational inclusion are pupils with a syndrome of autism every day, it's getting more diagnoses. Thus, the concepts of Educational Management become part of this scenario, a fundamental role in the process of school inclusion. In this sense, I present this work, which is part of the research line Management School Organization, educational administrators' perceptions regarding the process of inclusion of autistic children in the school context. Therefore, it has as its main objective: Understand the challenges and potentials encountered by educational administrators of the city of Passo Fundo forward to the inclusion of autistic in the regular school system considering the current proposal for Educational Management. The research is based on qualitative and as an instrument for data collection interview reflective practice (SZYMANSKI, 2004), seeking to find ways that meet the objectives of the work. The data analysis was based on assumptions of Content Analysis (Bardin, 2009). As for the theoretical analysis was used as authors: Lück (2001), Revière (1995), Mantoan (2001), Carneiro (2007), among others. Note that the inclusion of autistic school has been perceived by managers as an extremely positive because through this, children are able to live and live with the differences, respecting the limits and characteristics of each subject. However, to the premises of the school inclusion can be developed and enforced, challenges are found around this trajectory, which are being exceeded and rethought by the school community.