Gestão da educação especial no período 1999 a 2024 : políticas de seleção do gestor municipal desta modalidade em Caxias do Sul/RS

Abstract

The purpose of this Master's research in Education, linked to Research Line 2 - Educational Processes, Language, Technology, and Inclusion, at the University of Caxias do Sul, was to analyze the teacher selection policies for the position of Manager of the Special Education Modality in the period from 1999 to 2024, in Caxias do Sul - RS. This original research was developed through a bibliographic review aligned with the proposed theme. The authors identified, whose works dialogue with one another, refer to the criteria applied to this manager when already performing his or her duties within this modality. They are: Rocha (2016), Linck (2009), Soares (2019), Silva (2008), Quintairós (2021), and Nogueira (2012). Therefore, this study converged on my research theme by evidencing the need to establish technical and formative criteria for this professional role.The study adopted a qualitative approach with a descriptive and interpretative nature. The theoretical framework supporting this methodology included Ball (1992, 1994) and his Policy Cycle Approach, as well as Bardin (2011) and her Content Analysis. Data collection was carried out through semi-structured interviews with eleven (11) teachers who worked in the Management of Special Education between 1999 and 2024.For the analysis of the collected data, based on Bardin, five (5) categories were established, as follows: Category 1 - Challenges of the Manager's Role; Category 2 - Potentialities of the Manager's Role; Category 3 - Lack of Specialized Education; Category 4 - Scope and Limits of the Manager's Performance; Category 5 - Technical Criteria. The findings indicate the need to establish criteria and policies aiming to define the role of the Manager of the Special Education Modality, taking into account the following aspects: academic background, technical knowledge, field experience, continuous professional development, management and leadership skills, and interpersonal competencies required for the position. This study, in terms of social relevance, contributes to society by highlighting the need to improve the management of Special Education within Departments of Education, emphasizing that the implementation of Public Policy and compliance with legislation should not conflict with political criteria. [resumo fornecido pelo autor]