School management and the inclusion of public special education students in regular schools

Abstract

The study seeks to understand the issues involving school management practices through the inclusion of public special education students in regular schools. It is associated to a larger research carried out through qualitative assumptions and a case study adopting, as the locus of investigation, a school in the municipal school network of Vila Velha - ES, involving the management team, consisted of an educator, a coordinator and a school director, during semi-structured interviews. It is based on the theories of Henrique Paro and the premises of the cultural and historical matrix. It was verified in the results some of the elements to be considered by the management teams for the schooling of students mentioned in regular schools, namely: social reading of the concept of disability; the meaning attributed to diagnoses; the ways in which schools are organized; and the articulation between regular and special education. These elements imply the social right to education, revealing the urge for management practices that stems from a democratic and inclusive perspective.