National Special and Inclusive Education Policy: performance and recontextualization of educational and school managers in the Province of Zaire
The study aims to analyze the perceptions of education managers and general primary schools regarding the National Policy on Special Education Oriented towards School Inclusion in Zaire and their corresponding actions in the contextualization scenario. The research, which is qualitative, was carried...
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| Format: | article |
| Status: | Published version |
| Publication Date: | 2024 |
| Country: | Brasil |
| Institution: | Universidade Federal de Roraima (UFRR) |
| Repository: | Revista Educação, Pesquisa e Inclusão |
| Language: | Portuguese |
| OAI Identifier: | oai:oai.revista.ufrr.br:article/8024 |
| Online Access: | https://revista.ufrr.br/repi/article/view/8024 |
| Access Level: | Open access |
| Keyword: | Special education inclusive education Acting contextualization Zaire Educação especial Educação inclusiva Atuação Recontextualização |
| Summary: | The study aims to analyze the perceptions of education managers and general primary schools regarding the National Policy on Special Education Oriented towards School Inclusion in Zaire and their corresponding actions in the contextualization scenario. The research, which is qualitative, was carried out using the Policy Cycle Approach (PCA) method, initially formulated by Bowe, Ball and Gold (1992) and reformulated by Ball (1994), with emphasis on the context of practice through data collection supported by semi-structured interviews. The results reveal a positive opinion from managers regarding the need for school inclusion of students with disabilities, however, they are equally contradictory in arguing that they would learn better in special education schools. In conclusion, the translation of the national special and inclusive education policy in the province of Zaire faces significant difficulties due to the lack of preconditions that would allow its operation. |
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