SCHOOL PRINCIPALS IN THE IMPLEMENTATION OF THE INCLUSIVE SPECIAL EDUCATION POLICY IN A CITY IN THE METROPOLITAN REGION OF SAO PAULO

This article problematizes the issue of discretionary action and the role of beliefs and the degree of knowledge and adherence of school principals, such as middle-level bureaucrats (BME), in the process of implementing inclusive special education policy in a municipal public system in Sao Paulo. The objectives are describing and analyzing the degree of understanding of school directors on the principles, objectives, implementation instruments and procedures of the inclusive special education policy; and to describe and analyze the patterns of adherence of school directors to the objectives, implementation instruments and procedures of the same policy. The investigation mobilized the analysis data referring to the responses of school principals to the questionnaires associated with Prova Brasil (2017). The results indicate that school managers recognize the importance to the school inclusion model for students who are the target audience of inclusive special education, but not for students without significant differences.