AS CONTRIBUIÇÕES DO GESTOR ESCOLAR FRENTE AO PROCESSO INCLUSIVO EM ESCOLA REGULAR DO MUNICÍPIO DE SIRINHAÉM - PE: PONTOS E CONTRAPONTOS

Doi.org/10.29327/211653.5.3-7

Abstract

Inclusive education is based on the basic premise of the school context as a genuinely diverse space in its composition of actors. The capital value that surrounds the inclusive process is embodied in the constitutional principles of equality and diversity, understood as perpetual foundations of a democratic and equitable social fabric. In this context, we seek to understand the role played by the school manager in conducting the pedagogical work with a view to the implementation of undoubtedly inclusive and democratic school praxis. Thus, the objective of this work is to investigate the inclusive process of students in elementary schools and the contribution of the school manager to ensure an inclusive and participatory pedagogical practice among all actors involved in educational spaces. Therefore, the approach method used was a case study using qualitative research from the use of open questionnaire with questions answered by the school community of an educational unit of the municipal school system of the municipality of Sirinhaém- Pernambuco.