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As implicações do gestor escolar no processo de inclusão de alunos com necessidades educacionais especiais
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| 1.3 MB | Adobe PDF |
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Abstract(s)
A educação inclusiva implica um processo de reestruturação de todos os aspetos constitutivos da escola, envolvendo a gestão de cada unidade e os próprios sistemas educacionais. Assim sendo, um elemento necessário à promoção de uma educação inclusiva é a formação e a conscientização da gestão para a inclusão destes alunos.
Este projecto teve como objetivo compreender como os gestores escolares promovem o processo de inclusão de alunos com Necessidades Educacionais Especiais (NEEs) em suas escolas, bem como, descrever estratégias de intervenção de gestão escolar que contribuam para essa inclusão.
Para se atingirem os objetivos pretendidos, esta pesquisa contou com a participação de 8 gestoras da cidade do Recife, sendo quatro da rede pública e quatro da rede privada. Foram realizadas entrevistas semiestruturadas e aos dados obtidos foi feita uma análise de conteúdo.
Conclui-se que a gestão escolar quando se encontra revestida por característica considerada integradora e/ou especial, não favorece o processo de inclusão de alunos com NEE, criando barreiras que dificultam o acesso, o ingresso e a permanência destes alunos, bem como uma aprendizagem de qualidade.
Enquanto uma gestão considerada inclusiva, elabora estratégias de intervenção que facilitam a implantação da inclusão escolar dos alunos com NEE (s), congregando toda equipa no fim único de possibilitar que todos os sujeitos aprendam e participem da sociedade.
Face a estas conclusões foi elaborada uma proposta de projecto de intervenção a ser apresentado aos participantes
The inclusive education implies a process of restructuring all the constitutive aspects of the school, involving the management of each unit and the own educational systems. In this way, it´s necessary to promote inclusive education and training and management awareness for the inclusion of these students. This project aimed to understand how these school managers promote the project of inclusion of students with Special Educational Needs (SEN) in their schools, as well as describe strategies of intervention of school management that contribute to this inclusion. In order to achieve the intended objectives, this research had the participation of 8 (eight) managers from the city of Recife, four of them from the public sector and four from the private sector. Semistructured surveys were performed and a content analysis was performed. It was concluded that the school management when it’s covered by a characteristic that’s considered integrative and / or special, doesn’t favor the integration process of students with SEN, creating barriers that make it difficult for students to access, stay and stay, as well as learning quality. While a management considered inclusive, it elaborates intervention strategies that facilitate the implantation of the school inclusion of the students with SENs, congregating all the team in the unique purpose of enabling all the subjects to learn and participate in the society. Based on these conclusions, a proposal for an intervention project was prepared and presented to the participants.
The inclusive education implies a process of restructuring all the constitutive aspects of the school, involving the management of each unit and the own educational systems. In this way, it´s necessary to promote inclusive education and training and management awareness for the inclusion of these students. This project aimed to understand how these school managers promote the project of inclusion of students with Special Educational Needs (SEN) in their schools, as well as describe strategies of intervention of school management that contribute to this inclusion. In order to achieve the intended objectives, this research had the participation of 8 (eight) managers from the city of Recife, four of them from the public sector and four from the private sector. Semistructured surveys were performed and a content analysis was performed. It was concluded that the school management when it’s covered by a characteristic that’s considered integrative and / or special, doesn’t favor the integration process of students with SEN, creating barriers that make it difficult for students to access, stay and stay, as well as learning quality. While a management considered inclusive, it elaborates intervention strategies that facilitate the implantation of the school inclusion of the students with SENs, congregating all the team in the unique purpose of enabling all the subjects to learn and participate in the society. Based on these conclusions, a proposal for an intervention project was prepared and presented to the participants.
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Keywords
Gestor escolar Educação inclusiva Necessidades educacionais especiais School management Inclusive education Educational needs