Gestão escolar e educação inclusiva: limites e possibilidades

Abstract

This research analyzes the importance of school managers, basing their work on the principles of democratic management, with the aim of proving how they can be decisive in the processes of inclusion of people with special needs and effectively achieve quality education. The democratic management model defended in this work is consistent with the plurality of individuals included in the school, which requires collective and organized action to meet multiple needs. It is expected to offer contributions to the performance of the school manager and demonstrate its importance for the organization of the teaching unit, building an integrated and inclusive school with well-defined objectives guided by the achievement of quality education for all, without exclusion in the pedagogical, political, cultural processes and social. For this, this work is a qualitative and bibliographical research that uses the available literature to dialogue about the role of the school manager and the need for changes in traditional management standards that are still perpetuated today. The research showed the importance of the manager for the construction of an inclusive and integrated school, surpassing individual actions and favoring the achievement of quality in education.