Resumo

CINTRA, Rosana Carla Gonçalves Gomes. DEMOCRATIC MANAGEMENT AND THE INCLUSIVE EDUCATION PROCESS: A POSSIBLE RELATIONSHIP?. Revista Teias [online]. 2019, vol.20, n.57, pp.175-184.  Epub 18-Dez-2019. ISSN 1982-0305.  https://doi.org/10.12957/teias.2019.37395.

This paper is to research the relationship of democratic management in inclusive education process using as theoretical basis the contributions of Vygotsky with the Theory Historical-Cultural. We start the discussions in the field of special education in the perspective of inclusion weaving the following issues: what is the relationship of democratic management in the inclusive education process? To find answers, we organize our methodological procedures for research in great influence proceedings in Brazil and analysis of the survey entitled "Survey for Brazil of teachers who work in child education and have included children." As a result, we show the difficulty of school work with the multiplicity of subjects, and the disadvantage of more democratic practices and concepts, when you have in mind the fragmentation of teacher's work. We live in the present scenario of national policies increasing formalization of the principles of education as an important historical moment with the implementation of the Constitution of 1988 and in 1996 with the new Law of Guidelines and Bases. Brazilian education takes new directions, the democratization of access to quality education for all; however one cannot fail to grasp the discourses associated with this defense, as a result of the broader relations.

Palavras-chave : Special Education from the perspective of inclusion; Inclusive Education Process; Democratic Management.

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