Implantação e gestão da escola de educação básica na modalidade de Educação Especial no Estado do Paraná

Abstract

This study analyzes the management of the School of Basic Education in the Special Education modality from the context of the practice. The research intends to verify how the actions of the management are intended by the other contexts that encompass the educational policies directed to the special education. In this sense, we analyze the contexts that influenced the creation of the School of Basic Education in the Special Education modality in the State of Paraná. We base our research in the approach to the policy cycle incarcerated on studies by Ball (2011 and 2014) and Mainardes (2006 and 2009). We use as reference the studies of Bourdieu (2011 and 2014), which base the conception of State and social representations; the studies on education policies regarding special education are based on the ideas of Carvalho (2010), Fernandes (2006), Jannuzzi (2012), and Mazzotta (2011), aspects of special education and the Apaeano movement were based in studies of Campos (2010) and Salaberry (2007) in the area of school management and management conceptions were guided by Paro's contributions (2000, 2003 and 2016) and Dourado (2006), the aspects related to the implementation of the School of Basic Education in the Special Education modality were based on the studies of Joslin (2012), Salles 2013), and Piaia (2016). Aiming for a more comprehensive analysis of a study of PNEEPEI (2008),in references is to present their genealogy, principles and their purpose. We consider the policy of the State of Paraná, a specialty of special education, creating a School of Basic Education of Special Education. Through a methodology of basic and special teaching, based on the pedagogical practices and teachers of two schools of the state special education network. Finally, we investigated the implementation of the School of Basic Education in the Special Education modality in the State of Paraná at the micro context, where we conducted semi-structured interviews with the Directors, Pedagogical Coordinators and teachers of two schools of the state network that offer special education. The results of the research in the context of the practice pointed out that the special education policy implemented in the state of Paraná meets the aspirations of the management of schools The results of the research in the context of the practice pointed out that the special education policy implemented in the state of Paraná meets the expectations of school management. Thus the policy of special education is based on the context of the practice, since special education in Paraná has historically been attended by the APAEs. Thus, the policy implemented in special education schools represents an opportunity to carry out a policy, planned by the state government, which sometimes assumes an assistance character, but predominates as being of a financial and pedagogical support for the offer of special education in the perspective of inclusive inclusive education. Thus, with the hegemony in making political decisions regarding the inclusion policy, the Philanthropic Institutions in the State of Paraná begin to manage resources by strengthening their political power.