THE IMPACT OF THE MANAGEMENT TEAM ON THE SCHOOL INCLUSION PROCESS: OBSTACLES AND PERSPECTIVES

Abstract

Inclusive education is a fundamental principle for guaranteeing the right to education and building schools committed to human diversity. In this context, the school management team plays a strategic role in implementing inclusive policies and practices, since its decisions directly affect school organization, pedagogical planning, professional development, accessibility, relationships with families, and the construction of an institutional culture based on participation and learning for all students. This article aims to analyze the impact of school management teams on the inclusion process, identifying the main barriers that hinder its implementation and discussing perspectives for strengthening inclusive educational management. This is a qualitative bibliographic and documentary study based on national and international authors addressing school management, inclusive education, special education, democratic management and teacher education, as well as Brazilian and international legal documents. The analysis shows that the management team's role goes beyond administrative and bureaucratic dimensions, assuming an essentially pedagogical and political character. The main barriers identified include insufficient continuing education, limited resources and infrastructure, architectural, communicational and attitudinal barriers, fragmentation of pedagogical work, professional overload, resistance to change, and the gap between public policies and their implementation in everyday school life. Perspectives include democratic management, in-service professional development, collaborative planning, articulation between regular education and Specialized Educational Assistance, participation of families and students, use of assistive technologies, institutional assessment and construction of a school culture based on respect for differences. It is concluded that the school management team is a fundamental mediator in transforming the formal right to inclusion into concrete practices of access, permanence, participation, learning and belonging.