Desafios da inspeção escolar na implementação da educação especial na perspectiva da educação inclusiva: aplicação do protocolo 7

Abstract

This dissertation analyzes the role of the School Inspection Service of the Regional Superintendence of Education of Juiz de Fora in the implementation of Protocol 7 (P7), an instrument designed to monitor Special Education within the perspective of Inclusive Education, in accordance with the guidelines of Resolution SEE No. 4,487/2021. The research problem emerges from the author’s professional experience as a school inspector, upon identifying weaknesses in the implementation of P7. The general objective is to examine the performance of the School Inspection Service in applying this protocol. Specifically, the study seeks to describe the monitoring and recording practices carried out by inspectors, identify the factors that facilitate or hinder its execution, and propose strategies to improve the process. The research adopts a qualitative, exploratory-descriptive approach, based on documentary analysis of 19 Visit Reports prepared by school inspectors and semi-structured interviews with the inspection team of the Regional Superintendence of Education of Juiz de Fora. Data analysis was organized around two central axes: the implementation of educational policies, grounded in Stephen Ball’s Policy Cycle approach (1994; 2001) and the dialogues of Mainardes (2006), articulated with Michael Lipsky’s (2010) contributions on street-level bureaucracy; and professional knowledge and training, supported by the contributions of Tardif (2002) and Nóvoa (1995), as well as the reflections of Mantoan and Lanuti (2022) on Special Education in the perspective of inclusion. The results reveal challenges such as insufficient continuing education, bureaucratic overload, institutional limitations, and weaknesses in the systematization of records—factors that restrict the contribution of the School Inspection Service to strengthening Inclusive Education policy. The findings highlight the need to improve integration between school professionals and special education staff, as well as to revise monitoring instruments to ensure greater consistency of information and support educational management. As a technical product, an Educational Action Plan is presented, structured around three axes: continuing education, improvement of records, and revision of P7. The plan seeks to address the identified weaknesses, grounded in the principles of the National Policy on Special Education from the perspective of Inclusive Education (2008) and in a collaborative and formative management approach.