SCHOOL MANAGEMENT, INTERDISCIPLINARITY, CO-PARTICIPATION AND THEIR IMPACTS IN INCLUSIVE EDUCATION

Abstract

The present article's theme is Inclusive Education and addresses the importance of micro politics to a non-excluding inclusive education. This discussions make themselves possible through ways of comprehension of the role of the school management in their pedagogical making and the multiplicity of subjects that share this social environment, known as schools, throughout the lenses of "cartographer apprentice". The objective is to present the research that has as focus charting the possibilities of non-medicalized practices of the school management through the valorization of interdisciplinary by co-participating of teachers and pedagogical coordination in the dialogue with family and support network. The methodological bias has as tools workshops and circles of conversation to be charted, with opening to intervene in the reality, to understand possible roles of the school manager to act in this scenario. The subjects in the research are school managers of Santo Antônio de Pádua-RJ (Brasil), that participate in workshops and circles of conversation that approach themes to construct inclusive schools. Clues in the emancipatory process were found, in a perspective approximate to "emergencies sociology", in the enfaces in the look about each case and the articulation of a support network without loosing the dimension of the important tries of the school as a whole.