Direitos humanos e gestão: uma reflexão sobre inclusão no contexto do conselho escolar

Abstract

Access to civil and educational rights does not guarantee that they will be effectively exercised by the target audience, especially when there are no adequate material conditions for their promotion, even with legal support. This study addresses inclusive education in the context of educational management, highlighting that accessibility for Persons with Disabilities (PwD) is still not fully met in schools, despite laws guaranteeing the right to inclusion. We explore the human role and the legislation that supports Inclusive Education in Brazilian education management, reflecting on this topic from a dialectical perspective of social formation. The School Council is the pillar of action in this process of consolidating rights in the environment designed for inclusive education. Education for all guarantees access to education for the lower classes, 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 fundamental to transforming the contradictory context of educational exclusion. The research was developed using a qualitative approach, which suggests that the meaning attached to the fact is more relevant than its quantification, exploring the texts in search of interest in inclusion in the school environment with concepts that promote improvements. The research method selected for this study was bibliographic research because of its flexibility and importance as a basis for theoretical-conceptual exploration.