Escola regular e gestão da política pública inclusiva: narrativas docentes

Abstract

This research aims to discuss how public policies have repercussions for inclusion in the school context and how teachers are appropriating such initiatives. The thinking here is part of the proposal in discussions dealing with the understanding of the inclusion movement and its relevance in today's society. The investigation was performed in a municipal school at Ijuí, which currently has four students enrolled. The research design was based on a qualitative approach sociocultural narrative, and interviews were conducted with three collaborators, which were analyzed and resulted in three categories. The first category was entitled: Inclusive Practices and concerns the reality of school investigated, showing what is already done in schools. The second category: Inclusion and legislation refers to public policies, is based on actions aimed at inclusion from these policies. The third category is named: Teaching and training processes, referring to the desires and weaknesses evidenced by training teachers. From this study, we found that the schools recognize the need to include and their benefits to the exercise of citizenship and respect for diversity, organizing their actions for this school reality. In this direction, it is concluded that the movement for inclusion involves all segments of education, from policies to professionals mobilized to education and ongoing training. Perceives the need to create educational spaces facing teacher education, as well as reflections on the need for management practices intertwined prevailing public policies.