Conselho escolar e direitos humanos: uma reflexão sobre inclusão no contexto da gestão democrática para todos

Abstract

Access to civil and educational rights does not guarantee that these rights are effectively exercised by the target audience, especially when there are no adequate material conditions for their promotion, even with legal backing. This study addresses inclusive education within the context of educational management, highlighting that accessibility for People with Disabilities (PwD) is still not fully met in schools, despite laws that ensure the right to inclusion. We explore the human role and the legislation that supports Inclusive Education in the management of Brazilian education, reflecting on this topic from a dialectical perspective of social formation, emphasizing the importance of the School Council as the pillar of action in this process of consolidating rights in the environment dedicated to inclusive education. Education for all ensures access to schooling for lower-income groups, promoting democratic management and the autonomy of school councils. This union enhances community participation in internal and school decisions, influencing inclusion. Thus, cooperation between management and the educational/local community is essential to transform the contradictory context of educational exclusion. The research was developed through a qualitative approach, which suggests that the meaning assigned to a fact is more relevant than its quantification, exploring texts in search of interest in inclusion in the school environment with conceptions that promote improvements. The research method selected for this study was bibliographical research due to its flexibility and importance as a theoretical-conceptual exploration base.