Políticas, gestão e inclusão escolar: contextos e processos sociais

Abstract

The book compiles studies focused on the analysis of public policies, school management, and the financing of Special Education in Brazil. Based on the theoretical-methodological framework of Norbert Elias's figurational sociology, it discusses the interdependence and power relations among different social actors in the dispute over public funding and the direction of inclusive policies. It highlights the historical lack of transparency and insufficient detail in official budgetary data for Special Education, which often dilutes its costs into other stages of regular schooling. Furthermore, it addresses the tensions arising from public-private partnerships in the welfare market and the practical implementation of accessibility resources and Specialized Educational Services (AEE) in multifunctional resource rooms. It concludes that achieving the constitutional right to a quality education requires a democratic, participatory, and transparent management capable of mitigating structural inequalities.