A diferenciação curricular na escola de educação básica: um compromisso de gestão educacional

Abstract

Participating in the construction of a democratic education that guarantees the right of all students to personal development and learning, and that respects the characteristics, times and ways of learning of each one is the motivation of this study. The present study had as main objectives: to know, through a case study, the conceptions of the managers of a school of basic education, of the private network of Porto Alegre, about the curricular differentiation in the inclusive perspective and contribute to the construction of institutional guidelines of curricular differentiation. For this, the following qualitative research strategies were carried out: bibliographic review, participant observation, semi-structured interviews and documentary analysis. The data collected were analyzed with reference to the proximity to the chosen theoretical reference, the recurrence of the themes, the reference to the needs and desires expressed by the professionals in their speeches as well as in school documents. The findings of the research served as a subsidy for the construction of the following thematic axes: curricular adaptations; socio-affective learning, interaction and cooperative work; formative evaluation; continuing teacher education; accessibility and resources; internal and external communication; collaboration networks; specialized educational service (ESA) and individual development plan (PDI). These may serve as a reference for the construction of the institutional guidelines for curricular differentiation. It is intended that the proposal of guidelines based on the presented axes, serves as a contribution for the school to advance in the construction of a differentiated curricular policy, that contributes to the qualification of the learning of all its students.