Gestão escolar e os desafios da prática pedagógica na educação especial

Abstract

This monograph emerged with the proposal to understand the school management and the challenges of pedagogical practice in special education. The general objective of the research is to analyze, together with the teachers and managers of the school, the challenges of teaching practice and the contribution of school management. The research was carried out from the qualitative approach (MINAYO, 2001) through questionnaires. The theoretical foundation revolves around the themes: a) democratic school management, through Libâneo, Oliveira and Toschi (2012), Lück (2008, 2009, 2010) and Paro (2007); practice in Special Education, dialogue with planning, based on Thiesen (2011), Vasconcellos (2000) and others. Through the questionnaire and the answers obtained, there is a close dialogue between management and teachers, as well as support for activities and an institutional organization that values the planning of teachers. The data indicate that there is a close and coherent dialogue with the professionals, which reinforces the democratic character of the pedagogical work and assists them in the challenges in their practice. The challenges of teachers, directly linked to planning, are inherent in the educational practice (the uniqueness of the students), however, if they intensify in Special Education.