Gestão escolar e a política nacional de educação especial: as barreiras para a implementação de uma política pública

Abstract

Ivone PANHOCA 2 RESUMO: Esse antigo objetivou identificar, segundo os diretores de escola, as barreiras que mais interferem na implementação das políticas relativas à Inclusão. A pesquisa contou com a participação de 22 (vinte e dois) diretores que atuavam nas escolas de um município localizado na grande São Paulo. De acordo com os diretores entrevistados, a barreira que mais interfere na implementação das políticas inclusivas está relacionada à formação docente, da equipe gestora, dos funcionários da escola e da comunidade. Verificar a visão dos diretores de escola frente à Política Nacional de Educação Especial na Perspectiva da Educação Inclusiva permitiu uma reflexão sobre a visão desse agente social diante da política pública. PALAVRAS -CHAVE:

State of the art on inclusive education management in brazilian schools

“…The thesis of Santos (2017) aims to understand which practices of managers and pedagogical coordinator are important to contribute to the Specialized Educational Service of a public school, located in Natal / RN. "The research was an immersion in one of the teaching units of the municipal network [...], which allowed us as a researcher, so accustomed to daily life, to see aspects never "seen" and that were so close to us" (p. 18).…”

“…Santos and Panhoca (2017) also conducted their research with directors of municipal schools, in all 22. The total number of participants represents 80% of the professionals who perform the function of school director in the municipality surveyed.…”

“…For the researchers, the directors are active in the political scene and, therefore, fundamental in the practice of public policies that must be consolidated from the democratic management. According to the questionnaire answered by the managers, the problems that interfere in the implementation of public policy are: 1) teacher training, management team, school employees; 2) family aspects; 3) aspects related to financing and bureaucracy; 4) architectural accessibility and caregivers; 5) medical care.According toSantos and Panhoca (2017), one of the prerogatives of the National Policy of Special Education in the Perspective of Inclusive Education is the "[...] training of teachers for specialized educational care and other education professionals for school inclusion"(BRASIL, 2008, p.8).…”