Análise do papel do gestor escolar na promoção da educação inclusiva de alunos com necessidades educativas especiais auditivas: estudo de caso da Escola Secundária Quisse Mavota no Distrito Municipal KaMubucuana

Abstract

This paper analyzes the role of the school manager in promoting inclusive education for students with Special Educational Hearing Needs at Quisse Mavota Secondary School, in the KaMubucuana Municipal District. The research focuses on how management practices influence the inclusion of these students, identifying the challenges, opportunities and inclusion strategies that managers face in implementing inclusive policies. The methodology adopted included interviews with school managers, direct observations, questionnaires and document analysis, allowing a comprehensive understanding of the current situation and the practices implemented. The results show that although managers play a crucial role in creating inclusive environments, they face significant challenges, such as lack of resources, lack of specific training and cultural resistance. However, these challenges also reveal opportunities for strengthening inclusive practices. Managers demonstrate a strong commitment to inclusion and improving educational conditions for students with SENEA. The research highlights the urgent need for ongoing and specific training for managers, in addition to more robust educational policies and institutional support, which are essential for the effective implementation of inclusion. Thus, promoting a culture of collaboration and empowerment can not only overcome existing challenges, but also transform the educational landscape in favor of inclusion.( TRADUÇÃO NOSSA)