PERSPECTIVA E DESAFIOS DO DIRETOR NA INCLUSÃO ESCOLAR

Abstract

Educating a child with a special need requires knowledge about their main characteristics, behaviors, most compromised areas, among others. In this way, the present study proves to be relevant for the pedagogical practice, as there is no point in having a student with special educational needs enrolled in the school if there are no committed people. Otherwise, the student will be just another one of the “included” children, therefore, efforts must be made to guarantee learning for all. Through this, we seek to reflect on the role of the school manager in the inclusion of children in the regular education network. In this sense, it is envisaged to contribute with regard to the manager's role in understanding the need to promote not only the right to education, but also to diversity in education, and to re-dimension its perspective by promoting actions aimed at the process of building practices that serve all children, through the application of democratic and participatory management in school units. Thus, the questions that gave rise to the research problem arise: what is the role of the manager in relation to school inclusion? How does the manager articulate inclusion in the school? From these questions, the objective is to present the positive methods of school management in the context of inclusive education. Regarding the methodology used, it was, through the deductive method, in the bibliographical and exploratory research, having as a result of the research that the exercise of management in school inclusion goes through joint actions that contribute directly to more positive results in the provision of inclusive education. Therefore, from the thematic survey, it was emphatically proven that the role of the manager in school inclusion is of paramount importance, especially when carried out with democratic and participatory actions within the reality of the school for which this educator manages.