Análise dos desafios enfrentados pela comunidade escolar na implementação da política de educação inclusiva – caso da Escola Primária Completa Kurhula

Abstract

The achievement of the objectives of implementing inclusive education creates constraints for the community due to the lack of restructuring of the school reality. The present study aims to analyze the challenges faced by the school community in the implementation of the inclusive education policy at the Kurhula Complete Primary School, located in the Maxaquene C neighborhood, in the city of Maputo. It is a case study that sought to deeply analyze the context, whose sample obtained results applicable to that context. The research is predominantly qualitative, although using the quantitative method, used in the presentation of the data, to reduce the subjectivity of the research. The starting question that guided the study was the following: what are the challenges faced by the school community in implementing the inclusive education policy at EPCK (2017-2018)? The data were analyzed from three specific objectives: (i) to characterize the context of the implementation of the inclusive education policy at EPCK; (ii) discuss the results of implementing inclusive education at EPCK; (iii) to identify the challenges that the school community faces in the practice of inclusive education. As data collection techniques, observation, the interview, applied to a stratified sample were used: 2 directors of EPCK, 10 teachers, 15 students and 10 guardians, and the questionnaire, answered by 8 teachers. In general, it was concluded that the context of the implementation of the inclusive education policy in that school is not very concise, because if, on the one hand, the objectives of the implementation are understood, its practice does not obey the guiding principles; and yet, there are few MINEDH actions that contribute to its success, being summed up more in the prescription of the policy; managers experience challenges of little preparation to deal with diversity, lack of school restructuring to respond to inclusion, lack of didactic materials that boost the learning of students with SEN, hence the practice does not provide the effective learning of these students, which sets up a divergence between theory and practice. Thus, inclusive education is a practice that requires a lot of reflection in the academic, social and political context for its progress