Promoting collaborative and inclusive school culture in a municipal school in São Paulo

Authors

DOI:

https://doi.org/10.5212/PraxEduc.v.19.22938.084

Abstract

The objective of the study was to develop a Plan for Promoting a Collaborative and Inclusive Culture (PLAFOCE, acronym in Portuguese) for a specific school based on a training program grounded in Collaborative Action Research as a methodological approach. The training program involved 38 professionals from a municipal school network in São Paulo in two stages: first, a study of the Index for Inclusion; second, the collective creation of an innovation plan based on this index, with questionnaires applied to participants, students in the 1st, 2nd and 3rd grades of Elementary School and their guardians. The plan resulted in 18 goals and 108 strategies for annual implementation. It was concluded that the Index could be a powerful instrument for the development of the school from an inclusive perspective and for strengthening the university-school partnership.

Keywords: Special Education. Continuing education. Index for Inclusion.

Author Biographies

  • Enicéia Gonçalves Mendes, Federal University of São Carlos

    Professora Titular do Departamento de Psicologia da Universidade Federal de São Carlos (UFSCar).

  • Juliane Dayrle Vasconcelos da Costa, Federal University of São Carlos

    Doutoranda no Programa de Pós-Graduação em Educação Especial da Universidade Federal de São Carlos (UFSCar), bolsista da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (Capes).

  • Márcia Altina Bonfá da Silva, University of São Paulo

    Doutoranda no Programa de Pós-Graduação em Educação pela Universidade de São Paulo (USP), campus de Ribeirão Preto.

  • Cristina Cinto Araujo Pedroso, University of São Paulo

    Professora do Departamento de Educação, Informação e Comunicação da Universidade de São Paulo (USP).

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Published

2024-08-15

Issue

Vol. 19 (2024): Publicação contínua

Section

Artigos

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Copyright (c) 2024 Práxis Educativa

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How to Cite

Promoting collaborative and inclusive school culture in a municipal school in São Paulo. Práxis Educativa, [S. l.], v. 19, p. 1–17, 2024. DOI: 10.5212/PraxEduc.v.19.22938.084. Disponível em: https://revistas.uepg.br/index.php/praxiseducativa/article/view/22938. Acesso em: 30 apr. 2026.