A gestão escolar na perspectiva da inclusão

Abstract

Schools nowadays face a host of demands which, as decades went by, became more and more diversified, requiring a special attention on the part of schools, aiming at considering every student within the context of his/her limitations or differences so that one may have a chance to participate in school life, in the teaching/learning process just like any other student. Among such diversities one may mention the insertion of handicapped students into normal schools. Thus the aim of this dissertation is to study School Management aiming at insertion and its implications to school managers, in two state public schools located in the county of Tupã. Therefore, such a proposal was carried out to analyze how school managers make such an insertion process feasible; to identify which are the managerial, political, and pedagogical implications for school managers in that process; and to compare how such an insertion takes place in the aforesaid schools. The theoretical reference material consulted for the development of this research broaches features such as: integration, insertion, school insertion, insertion-oriented schools, besides pondering about the historical current context of school management, about school management within the context of the insertion-oriented perspective, about the development of the political pedagogical project, and about proposals meant for the manager s action, emphasizing his/her role in everyday school life within the context of the insertion-oriented perspective. The research at issue uses the descriptive qualitative approach aiming at making a diagnosis of the insertion process in two schools of the county of Tupã, followed by the description and discussion of its data in face of the process of school insertion. Therefore, it was possible to find out that all the school managers considered their school one which favored insertion, even with the fragmented development of political, pedagogical and managerial actions which needed to be broached all together so that the inserting school may become feasible and effective, but also considering the enlargement of more such wide actions necessary. Besides that, in relation to the implications to make insertion feasible, the difficulties experienced by managers were surveyed and discussed, issues such as the acceptance of handicapped students by other students, teachers resistance to teach handicapped students due to insecurity, since they had no specialization in that field, among others. By comparing both schools one notices that most of the difficulties presented by those schools are similar but there are lot of things to be done to make insertion really feasible, however it is necessary that such actions should be shared by all those who participate in the school community, doing their best to make their school one which favors insertion. Therefore one holds the opinion that this research may contribute to the development of insertion actions in both theoretical and practical dimensions and work in both schools, in order to improve their educational role, focused around the human being, aiming at creating a school of and for everyone, in pursuit of a fairer society which is aware of its social role.