INCLUSIVE PUBLIC POLICIES: THE CHALLENGE OF THE CONTEMPORARY MANAGER IN THE CITY OF TEFÉ-AM

Abstract

This article sought to reflect on inclusion and raise questions that can increasingly bring theory closer to practice, as the aim is to contribute to the deepening of inclusive education in regular education. The analysis observed a certain neglect of public policies in the implementation of actions that enable better adaptation to regular education to meet minimum parameters for inclusion. The paradigm of this inclusion requires at least non-exclusion from school, based on actions that guarantee access and permanence of students with disabilities in regular education. Segregation has occurred strongly and still recurrently in schools, the difficulties and challenges faced end up reinforcing the maintenance of specialized school spaces. Therefore, it is necessary to evaluate the reality and controversies of this inclusion, considering the role of the teacher and the school, which must work with homogeneity, support and acceptance. The objective of this work is to present a bibliographic and documentary review on the relationship between school management and the proposal for inclusive education. Regular schools have been accepting students with disabilities, but what is the relationship between school management, teachers, inclusive education and legal provisions? Inclusive education is one of the new challenges imposed on school management, in this context, society demands the democratization and transformation of schools.