Conselho de escola e os processos de inclusão de alunos público-alvo da educação especial
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Data
2016-07-07
Autores
Andrade, Beatriz de Oliveira
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Editor
Universidade Federal do Espírito Santo
Resumo
This study, from a master degree course, has its object on the analyses of the School
Council and the Social Inclusion processes of target pupils enrolled in special
education, in the municipalities of Vitória, Vila Velha and Cariacica, all of them in the
State of Espírito Santo, which have accepted special education target pupil‘s
enrollments for the last decade. The aim is to understand how the presence of these
students in the common school is provoking political and pedagogical considerations
and pathways within institutional boundaries. The research is of quantitative nature,
with its main data collection procedures being the study of official documents and the
questionnaire answered by the Counselors, the exploratory search. The concepts of
figurative power and power balance have been used after Norbert Elias – The
Civilization Process, volume 2: state formation and civilization. It offers subsidies to
understand how the School Council is structured, as well as to identify the aspects of
the characteristic concerns and tensions in this organ operational dynamics.
Supported by Elias‘ perspectives, the study investigated how the notions of school
years deficiency and power balance interweave, expressed in the decisions and
institutional pathways, considering the social inclusion perspectives lately announced
with the educational policies for the Brazilian territory. It has been possible to observe
that in late societies, the School Council is an important individual and group
mobilization instance, around differentiated and interdependent gains. Actually, they
must deal with challenges and dilemmas arising from its constitution and operational
dynamics. It must be also considered the most important role played by the School
Council in the several social and civil dimensions composing the school community.
Finally, the concepts of inclusive education and figuration imprint a specific direction
to the teaching institutions decisions on political and pedagogical pathways. These
concepts are also demarcations, largely, of the power balance among the members
of the School Council, and between them and the school management team. It has
also been possible to observe that in the debates about students with disabilities
schooling, the counselors from the teacher representations always assumed the
centrality of the decisions. Therefore, a comprehension arose, that the School
Councils must become spaces of formation, spaces for expanding knowledge about
themes that repeatedly rise from the school grounds, and about which all the
participants must share their opinions and effectively follow the decisions and
pathways chosen.
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Palavras-chave
School Council , Figuration , Power balance , Educational inclusion , School democratic management , Conselhos de Escola , Equilíbrio de poder , Gestão democrática na escola