Banca de QUALIFICAÇÃO: MARIA DE FÁTIMA DA ROSA

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : MARIA DE FÁTIMA DA ROSA
DATE: 11/11/2021
TIME: 14:00
LOCAL: meet.google.com/zma-ixbp-zky
TITLE:

SCHOOL MANAGEMENT AND INCLUSION: PATHWAYS TO AN INCLUSIVE SCHOOL

KEY WORDS:

school management, inclusion, special education policies, continuing education.

PAGES: 150
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

The current study entitled School Management and Inclusion: treading paths for an inclusive school is part of the Educational Processes and Inclusion research line of the Graduate Program in Education - Academic Master in Education - GPED /CFI Campus Camboriú and has been carried out in the network teaching district of Tijucas S/C (Santa Catarina), originating from the problem evidenced in the reality itself. In this study, we understand the process of school inclusion as a right of everybody to social quality education, and our object of study is characterized by the interface between the field of Special Education knowledge, the process of inclusion of children and/or adolescents with disabilities in regular education network and management. Thus, we claim that the process of schooling children and/or adolescents with disabilities is guided by legislation that needs to be consolidated in practical actions in the daily life of school units. However, the inclusion process requires changes in school environments to meet the specific needs of children and adolescents with disabilities. In this regard, based on the studies by Bordignon and Gracindo (2001), Ferreira (2001), Libâneo (2013), and Paro (2016), we understand that school managers are responsible for materializing in actions what is recommended in current legislation. Nevertheless, the conduct of democratic management with inclusive perspectives is not effective without practical and theoretical knowledge of current educational policies and, especially, of the National Policy for Special Education in the Perspective of Inclusive Education (2008). To discuss inclusion and inclusive processes, we use the studies by Glat and Blanco (2009), Mazzotta (2011), Pletsch (2014), Mendes (2015), Nuernberg (2020) and Mantoan (2003; 2008; 2020). Hence, the research is being conducted by the problem question: how does the continuing education of school managers influence the referral of actions that generate inclusive practices in the municipal network of Tijucas/SC? The study aims to analyze the relationship between the continuing education of school managers and the effectiveness of the inclusion process in the school units of the municipal education network in Tijucas/SC. To achieve the general objective, the following specific objectives were listed: discuss the actions that support inclusive management, proposed in the field of the National Policy for Special Education in the Perspective of Inclusive Education; develop a continuing education program for school managers with a view to supporting school inclusion, contemplating their knowledge needs to foster practices consistent with inclusive management; identify possible changes in the managers' referrals with a view to inclusive processes, before and after the continuing education offered. The research is based on the qualitative approach (LUDKE; ANDRÉ, 2013) , and its methodological procedure is elements and characteristics of participant research (BRANDÃO, 1984; THIOLLENT, 2011), as it seeks to promote actions that involve the researcher and participants/researched in the search of solutions to real problems highlighted in the context of the research. Data collection began with the application of a semi-structured questionnaire aimed at managers, in order to raise their education needs, followed by participant observation and document analysis. From the analysis of the data collected on the needs of managers in the context of continuing education, in this first stage, a training course for managers is being carried out. After completing the training, it is intended to conduct an interview with the participating managers. As a result of the instruments indicated for data collection, the analysis is being mediated by the descriptive analytical perspective that enables triangulation of the data obtained in dialogue with the theoretical framework and legislation on the subject (TRIVIÑOS, 1987; ROSENTHAL, 2014) and interpreted light of the theorists who discuss the theme of School Management and Inclusion.  The initial analyzes of the questionnaire and participant observation indicate that school managers are unaware of the policies and legislation that advocate for the process of inclusion of children and adolescents in their school units. Their actions make these people invisible, as they have to face ableism. Now we evidence that school inclusion is affected more through access than through social quality in the teaching and learning process of children and/or adolescents with disabilities in the municipal education system, incurring a process of

in/exclusion.

BANKING MEMBERS:
Externa à Instituição - TÁSIA FERNANDA WISCH - UFRGS
Interna - 1755556 - FILOMENA LUCIA GOSSLER RODRIGUES DA SILVA
Presidente - 2773007 - IDORLENE DA SILVA HOEPERS