Tempos e espaços na escola: uma revisão integrativa sobre a ação do gestor escolar para a educação especial na perspectiva inclusiva

• Autor(a) principal: Frederico, Iara Sobrinho
• Data de Publicação: 2022
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://repositorio.pucsp.br/jspui/handle/handle/30830
• topic: CNPQ::CIENCIAS HUMANAS::EDUCACAO; Educação especial; Educação inclusiva; Gestor escolar; Contexto escolar; Special education; Inclusive education; School principal; School context

This study aimed to analyze how doctoral and masters research in special education understand the organization of educational times and spaces, and the role of the school principal on the service of special-education students. specific objectives were: a) to identify, through keywords, theses and dissertations registered at the brazilian digital library of theses and dissertations (biblioteca digital brasileira de teses e dissertações) about educational times and spaces, school management and special education in the inclusive perspective; b) to relate the abstracts of selected theses and dissertations; c) to use such abstracts as research corpus to be submitted to a text analysis software to identify relationships (of prioritization, correspondence or higher/lower frequency) between the keywords and the selected texts; d) to analyze the results given by the software to understand results and variables obtained and to identify tendencies and challenges described by literature; e) to elaborate notes that allow school principals to analyze school contexts and to consider different times and spaces for special education students. methodology aimed at a exploratory, descriptive qualitative literature review called integrative review, developed according to the following steps: a) data collection procedures, which involved steps 1, 2 and 3 of definition of search strategies, database use and development of textual corpus for submission to iramuteq; b) data analysis procedures, which consisted of step 4, with submission of textual corpus to the software and analysis of data obtained through iramuteq; c) results and discussion, step 5, with analysis and interpretation of such data; d) conclusion of integrative review, step 6, by presenting a future study proposition and contributions to help school principals to reflect about educational times and spaces. this study gathered 37 abstracts from theses and dissertations that, after submission to iramuteq, were analyzed through descending hierarchical classification. data analysis and the classes created by the software allowed us to confirm the importance of school principals’ actions on the organization of educational contexts, as well as to identify challenges and tendencies in the field. as school principals’ challenges, we found: a) fragmentation of pedagogical and managerial activities; b) gaps in public policies; c) educational communities’ senses and meanings attributed to inclusive education; d) interpersonal relationships; e) impediments for organizing barrier-free educational times and spaces; f) feasibility of training processes aimed at the educational community; g) schools pedagogical and architectural improvements. research tendencies in this field point to qualitative approach using different instruments for data collection, such as observation in context, interviews, training interventions, discussion groups and others