THE PEDAGOGICAL MANAGER IN THE SCHOOL INCLUSION PROCESS OF STUDENTS WITH SPECIAL EDUCATIONAL NEEDS

This article aims to describe an intervention process carried out with a pedagogical supervisor of a municipal elementary I school, in order to favor the inclusion process of students with special educational needs (EEN), through collaborative research. We take as a theoretical basis the fundamentals of Inclusive Education and the analysis of the role of school management in the inclusion of the students with EEN. The research was carried out following the procedures of the collaborative research. The main participant was the pedagogical supervisor, other teachers and students with EEN also collaborated. The procedures for data collect occurred in three phases: needs assessment, intervention process and, evaluation of the developed process. The data were collected through interviews, questionnaires and observation in different contexts of the school. The results showed that the pedagogical supervisor and most teachers initially presented misconceptions about the inclusions process of students with EEN, what was worked in study cycles, reflective conversations and collaborative actions involving researcher and participants. Teaching conditions were also discussed with the participants in relation to the planning of activities and the necessary flexibilities. We considered that the results of this research reaffirmed the importance of the pedagogical supervisor's work, regarding the inclusive school organization, as well as the contributions of collaborative work as a means of training participants in relation to the inclusion of students with EEN.