ORGANIZAÇÃO ESCOLAR EM CICLOS DE FORMAÇÃO E DESENVOLVIMENTO HUMANO COMO FATOR DE INCLUSÃO EDUCACIONAL EM GOIÂNIA

Abstract

Pupils inclusion and exclusion have brought to reality several political and educational debates concerning the demands of children and adolescents with special needs. In this context, the school organization in cycles has been pointed as a mechanism of democratization of the school system, therefore, of educational inclusion. This research is intitled The School Organization in Formation Cycles and Development as a Factor of Educational Inclusion in Goiânia and it has as a study field the Rede Municipal de Educação de Goiânia where I work as a teacher. This research aims the analysis of the proposal of the Formation Cycles and the Human Development implemented in the Rede Municipal de Goiânia in 1998 as a factor of educational inclusion. This research has a qualitative nature and directs the study processes. It is divided into four chapters articulated to the methodology, the objectives and the theoretical bases which guides its problem. We identified several elements which showed the existence of a distance between the school internal and external spaces. These elements refer to the actions of Secretaria Municipal de Educação de Goiânia proposed to the schools at the time of the Cycles System implementation. The Cycles implementation in the RME of Goiânia seems to have happened from top to bottom, without the interaction and participation of the school members and the local community. Concerning the inclusion in the REM, having for basis information obtained from interviews, teachers demonstrated that although they are aware of the laws which assure the pupils inclusion, they still don t understand the Proposal of Educational Inclusion. All the interviewed teachers said that the inclusion process is facing many difficulties. As a final reflexion, it is important to emphasize that to guarantee the inclusion of students in the RME Goiânia, it is necessary the acceptance and involvement of all segments, family, school, community, etc.