A inclusão sob a perspectiva Guanelliana: elementos jurídicos, administrativos e pedagógicos

Abstract

The present work seeks the production of knowledge that helps understanding how Inclusion or the inclusive process is carried out in the private education network, under the perspective of the influence of the Guanellian confessional charism. The study is based on the research in two schools of the Guanelliana Network. The first school studied is a regular elementary school, while the second is characterized as a hybrid model, in which exist the phenomenon of a public-private partnership, arising from the Regulatory Framework of Civil Society Organizations (MROSC). The study objective is aimed at the analysis of the denominational matrix in the studied schools, that belong to the Guanelliana Network. Under the theoretical aspect, the main topic of the work, that is the inclusive process, is divided in reflections under the binary aspect of the concept. In this way, the inclusion phenomenon is analyzed from the perspective of inclusion/exclusion. Still in the theoretical framework, the focus is on the Brazilian Inclusion Law, especially the non-innovative nature of said legislation and approaching to the work the nature of this standard in line with the United Nations Convention on the Rights of Persons with Disabilities. The work also highlights the philanthropy concept and its characteristic subsidy to the institutional model of the inclusive process. Regarding the methodological aspect of the research, the study is based on qualitative documentary analysis, using the method of André Cellard, composed of two stages: The Preliminary Analysis and Analysis itself. In the Preliminary Analysis, I used three of the five dimensions of the method (the context, the authors of the document, and the key concepts). The use of the three dimensions of the Preliminary Phase, together with the subsequent Analysis Phase, allowed the perception of context and the interpretation of the data, to later obtain answers about the objective of the study and research. As for the results of the research, it showed that the inclusive process, under the cut of the researched schools, with the theoretical framework, confirmed the various changes and characteristics of the process, especially if analyzed in altogether with the legal, technological and operational framework stemmingfrom the Technological Revolution. Finally, in the complex of the researched institutions, the results were in the sense that School “A” is in a basic degree of the inclusive process, while the “B” School has a structure focused on inclusion, with several pedagogical and operational tools aimed towards people with disabilities, also observing the non-comparative nature of the research, since was about schools with different institutional models.