Práticas de gestão escolar, coordenação pedagógica e atendimento educacional especializado no contexto de uma escola municipal: um estudo sobre a inclusão escolar
From our professional experience, as a researcher we felt called to analyze practices of managers, pedagogical coordinator and Specialized Educational Attendance of an educational context of a public school in Natal (Rio Grande do Norte State), based on school inclusion. We believe that this proc...
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| Formato: | doctoralThesis |
| Idioma: | pt_BR |
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Universidade Federal do Rio Grande do Norte
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| Endereço do item: | https://repositorio.ufrn.br/handle/123456789/48247 |
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| Resumo: | From our professional experience, as a researcher we felt called to analyze practices of
managers, pedagogical coordinator and Specialized Educational Attendance of an educational
context of a public school in Natal (Rio Grande do Norte State), based on school inclusion. We
believe that this process did not come to extinguish the good practices, nor to decharacterize
the school, it came to meet the natural rights of insertion of all people in an institution instead,
which, since its creation, excluded a part of the population for several reasons, people with
disabilities were among those excluded. A school open to everyone and the statement that
everyone is welcome gives a new true meaning to this new school, with democratic and
inclusive principles. The research was an immersion in one of the teaching units of the
municipal school system of Natal, Rio Grande do Norte, which allowed us as a researcher, so
used to the daily routine, to see aspects never "seen" and that were so close to us. With this
doctoral research, we aimed to know the inclusive process in relation to the practices of the
manager, pedagogical coordinator, and Specialized Educational Assistance in the context of
a regular school. We adopted a qualitative approach with a methodology of action research,
supported by documentary analysis, observation, interviews and questionnaires with emphasis
on a training held with the five interlocutors, participants, which provided the construction of
data subjected to Bardin's content analysis (2010). Among the authors, we highlight: Freire
(1983; 1987; 1986; 2000; 2004), Mantoan (1999; 2000; 2004; 2008; 2016; 2021), Martins
(1988; 2000; 2003; 2004; 2020; 2021), Mittler (2003), Pires (2006; 2019; 2015), Silva (2006;
2014) and Stainback and Stainback (1999) whose works were fundamental to the discussions
regarding school management, democracy and the construction of the text. We assume that
a set practices manage decision developed by management, pedagogical coordination and
the SEA, imply a pair, collaborative work in a regular school, in a way it is essential for the
effectiveness of inclusion in this context, as it creates connections between the school
segments, it favor the construction of pedagogical project under the light of the democratic and
inclusive perspective for students with or without disabilities. Therefore, a formative process
may contribute to the discussion of the practice among the segments in the diversity of the
school context, boosting the construction of intrapersonal and professional connections,
favoring practices and attitudes that make school inclusion effective. The text is propositional
and points paths for studies and transformation of pedagogical practices, especially those
related to management, pedagogical coordination and Specialized Educational Assistance in
the light of inclusion, but at the same time questions, worries, propose reflections about this
process linked to the right of all students (Article 205 of the 1988 Brazilian Constitution), which
most of the time is still denied to those disabled ones. The research presents basic
constitutional principles of education, such as: democratic management and inclusion for all,
which need to be recognized and put into effect and, therefore, strengthened in formative
practices in the school context. |
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