O gestor da escola pública da região noroeste do Rio Grande do Sul: políticas educacionais na perspectiva da Inclusão

Abstract

The present thesis analyzes how public school administrators in the Northwest region of the State of Rio Grande do Sul employed and interpreted inclusive education policies. Administrators of two state schools (high school) were the subjects of this case study. We adopted a pluralist epistemological perspective based on approaches along the Theory of Policy Enactments, by Ball, Maguire, and Braun (2016). Semi-structured interviews conducted alongside school administrators, the Field Journal's notes, and Political-Pedagogical Projects (PPP) of the schools were all used as data for the present study. Conclusions were drawn from the categories and subcategories that emerged following the Textual Discourse Analysis (TDA) developed by Moraes and Galiazzi (2007), organized according to the Theory of Action. We concluded that: a) the national and international debates promote schools that accommodate all students. From this perspective, several countries are pressured to develop public policies that contribute to the effectiveness of inclusive education systems and that, at the same time, meet the interests of the neoliberal economy; b) In the last two decades, the federal government of Brazil has developed policies, decrees, legislation, opinions, and resolutions that draw from international organizations. However, the government of Rio Grande do Sul has developed several documents to instruct school managers in this regard; c)school administrators are unaware of, omit or neglect inclusive educational policies, attributing the education of students with disabilities, pervasive developmental disorders, and intellectual giftedness solely to Special Schools; d) the Sala de Recursos Multifuncionais (SRM) and Escola Acessível (EA) programs are not referred to as programs that integrate inclusive educational policies; e) the school administrator is responsible for the human and financial resources that make up a democratic school system. Due to the lack of resources and legal support, Inclusive Education is threatened. The inclusive education policies are a result of the tension of international mechanisms and the organization of civil society. As for practice (school), the policies guided school administrators who, in the process of interpreting, spuriously employed its recommendations and omitted or ignored crucial aspects that sought to ensure access and stay of students targeted by Special Education in regular school.