Gestão escolar: concepções e práticas na perspectiva de uma educação inclusiva em colégios da Rede Jesuíta de Educação

Abstract

This study aims to analyze the strategies of implementation of inclusive school processes, having as focus the activities developed by the managing team, seeking to contribute with the proposal of new practices that favor an inclusive education of quality. For this, it seeks to know the conceptions, the receptivity and the perspectives of the managers concerning inclusion; and to map and to analyze how the strategies concerning the inclusive processes in Schools from the Jesuit Net of Education are structured, understanding the main challenges faced in the implementation of these processes, in order to offer subsidies so that the managing team of the Colégio dos Jesuítas School can consider new inclusive strategies. The research is of qualitative and classified as applied and exploratory; it discloses quantitative data when presenting a diagnosis on special education, based on data from the 2020 School Census. It used, as instruments of data collection, semi-structured interview and documentary analysis. Eight managers, who work more directly with inclusion in three Colleges from the Jesuit Net of Education, participated as interviewees. The documentary analysis complements the methodological approach, relating the content of the analyzed documents with the theoretical construction of the research and the collected data. The results show that the interviewed managers conceive inclusive education in regular school as a universal right and highlight the relation of the diversity with the discourse of the inclusion; this conception has direct impacts in the implementation of inclusive processes in the schools. Thus, many strategies and practices experienced in these institutions are presented, as well as the challenges faced when implementing them. The results of the research alert, among many perceptions, to the practice of the continuing education of the managers and the teachers as a support for the discussions and decisions on actions related to inclusion, which is presented as one of the proposals of intervention in the research. The intervention project considers, in addition, procedures that will serve as impulse for a more inclusive practice in the Colégio dos Jesuítas School. Finally, the research concludes that, considering the different contexts, in spite of being a complex practice, with innumerable challenges, the construction of inclusive schools is possible, viable, and arises from the conception and the initiative of the managing team of the institutions. Through this inclusion, we construct a more democratic and less excluding society.