Training and Professional Development of Inclusive School Managers: Evidence from the Experience of UFRN at RENAFOR in Brazil

Katiene Symone Brito Pessoa; Karine Symonir Brito Pessoa; Francinete Marcolino Silva Lima; Luzia Guacira Santos Silva

doi:doi:10.11648/j.edu.20261501.11

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Training and Professional Development of Inclusive School Managers: Evidence from the Experience of UFRN at RENAFOR in Brazil

Katiene Symone Brito Pessoa^*

, Karine Symonir Brito Pessoa

, Francinete Marcolino Silva Lima

, Luzia Guacira Santos Silva

Published in Education Journal (Volume 15, Issue 1)

Received: 27 October 2025 Accepted: 29 December 2025 Published: 31 January 2026

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Abstract

This article aims to analyze the training experience of the Advanced Course in "School Management from the Perspective of Inclusive Special Education," promoted by the Federal University of Rio Grande do Norte (UFRN) within the scope of the National Network for Continuing Teacher Education (RENAFOR) in the Brazilian context. The 170-hour course was designed to train public school administrators to contribute to the consolidation of educational inclusion in various contexts and levels of schooling. Adopting a qualitative and descriptive methodological approach, based on documentary research and content analysis of the course's Final Report, the study describes the course structure, pedagogical methodology, support mechanisms, and observed results. The data indicate a pass rate of 80.71% among participants, totaling 306 managers working in 11 Brazilian states and 51 municipalities. Qualitative assessments by participants and tutors highlight the significant expansion of knowledge, the strengthening of reflective practice, and the development of managerial skills related to inclusive policies, curricular adaptations, collaborative leadership, and intersectoral coordination. The analysis examines the role of tutoring, forum mediation, and continuous formative assessment, as well as the relevance of contextualized activities—such as case studies, school projects, and reflective journals—to sustain engagement in virtual environments. Despite challenges, notably dropout and technological barriers, the report points to effective strategies, including differentiated support, timely feedback, and accessibility resources. Ultimately, the study offers evidence-based insights into how continuing distance education can promote more inclusive school management training, directly contributing to the planning and improvement of future educational policies and pedagogical practices aimed at equity, participation, and learning for all. Implications for scalability and regional policy coordination.

Published in	Education Journal (Volume 15, Issue 1)
DOI	10.11648/j.edu.20261501.11
Page(s)	1-6
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2026. Published by Science Publishing Group

Keywords

Inclusive Special Education, School Management, Continuing Professional Development

References

[1]	BRAZIL. Law No. 9,394, of December 20, 1996. Establishes the guidelines and foundations of national education. Official Gazette of the Union: section 1, Brasilia, DF, Dec. 23, 1996
[2]	BRAZIL. Law No. 13,146, dated July 6, 2015. Establishes the Brazilian Law for the Inclusion of Persons with Disabilities (Statute of Persons with Disabilities). Official Gazette of the Union, Brasilia, DF.
[3]	FREIRE, P. (2018). Pedagogy of Autonomy: knowledge necessary for educational practice. Rio de Janeiro: Paz e Terra.
[4]	PESSOA, K. S. B. SILVA, L. G. S. (org.). Pedagogical foundations in addressing the diversity of students in Inclusive Special Education. Natal: Caule de Papiro, 2024.
[5]	UNITED NATIONS ORGANIZATION. Sustainable Development Goals – Agenda 2030. Location: UN, year. Available at: < https://brasil.un.org/pt-br/sdgs >. Accessed on: 12/26/2025.
[6]	ANÍSIO TEIXEIRA NATIONAL INSTITUTE FOR EDUCATIONAL STUDIES AND RESEARCH (INEP). School Census 2023: Preliminary data. Brasília, DF: Inep, 2023. Available at: www.gov.br Accessed on: 11/22/2024.
[7]	UNESCO. (1994). Salamanca Declaration and Action Framework for Special Needs Education. Brasília: CORDE.
[8]	Convention on the Rights of Persons with Disabilities: Optional Protocol to the Convention on the Rights of Persons with Disabilities: Legislative Decree No. 186, of July 9, 2008: Decree No. 6,949, of August 25, 2009.
[9]	BRAZIL. Decree 12,773 of December 8, 2025. Amends Decree No. 12,686, of October 20, 2025, which establishes the National Policy on Inclusive Special Education and the National Network for Inclusive Special Education. Official Gazette of the Union, Brasília, DF.
[10]	LIBÂNEO, J. C. School organization and management: theory and practice. São Paulo: Cortez, 2015. LÜCK, H. (2008). Leadership in school management. Petrópolis, RJ: Editora Vozes.
[11]	PESSOA, K. S. B; SILVA, L. G. S. (org.). Specific knowledge in caring for diverse students. Natal: Caule de Papiro, 2024.
[12]	BRAZIL. Decree No. 8752 of May 9, 2016. Provides for the National Policy for the Training of Basic Education Professionals. Official Gazette of the Union: section 1, Brasilia, DF, May 9, 2016.
[13]	PESSOA, K. S. B; SILVA, L. G. S. FINAL REPORT – School Management from the Perspective of Inclusive Special Education. Continuing education course in distance learning mode. Natal, RN: UFRN, 2025.
[14]	Bardin, L. (1977). Content analysis. Lisbon: Edições 70.
[15]	SILVA, R. R. O. PESSOA, K. S. B. SILVA, L. G. S. Management in Inclusive Special Education: a guide for school administrators. Natal: Caule de Papiro, 2025.
[16]	BRAZIL. Law No. 13,005, of June 25, 2014. Approves the National Education Plan (PNE) and makes other provisions. Brasília: Official Gazette of the Federative Republic of Brazil, Brasília, June 26, 2014.
[17]	RIO GRANDE DO NORTE. LAW No. 10,049, OF JANUARY 27, 2016. Approves the State Education Plan of Rio Grande do Norte (2015-2025) and makes other provisions, Rio Grande do Norte, 2016.

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APA Style

Pessoa, K. S. B., Pessoa, K. S. B., Lima, F. M. S., Silva, L. G. S. (2026). Training and Professional Development of Inclusive School Managers: Evidence from the Experience of UFRN at RENAFOR in Brazil. Education Journal, 15(1), 1-6. https://doi.org/10.11648/j.edu.20261501.11

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ACS Style

Pessoa, K. S. B.; Pessoa, K. S. B.; Lima, F. M. S.; Silva, L. G. S. Training and Professional Development of Inclusive School Managers: Evidence from the Experience of UFRN at RENAFOR in Brazil. Educ. J. 2026, 15(1), 1-6. doi: 10.11648/j.edu.20261501.11

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AMA Style

Pessoa KSB, Pessoa KSB, Lima FMS, Silva LGS. Training and Professional Development of Inclusive School Managers: Evidence from the Experience of UFRN at RENAFOR in Brazil. Educ J. 2026;15(1):1-6. doi: 10.11648/j.edu.20261501.11

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@article{10.11648/j.edu.20261501.11,
  author = {Katiene Symone Brito Pessoa and Karine Symonir Brito Pessoa and Francinete Marcolino Silva Lima and Luzia Guacira Santos Silva},
  title = {Training and Professional Development of Inclusive School Managers: Evidence from the Experience of UFRN at RENAFOR in Brazil},
  journal = {Education Journal},
  volume = {15},
  number = {1},
  pages = {1-6},
  doi = {10.11648/j.edu.20261501.11},
  url = {https://doi.org/10.11648/j.edu.20261501.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20261501.11},
  abstract = {This article aims to analyze the training experience of the Advanced Course in "School Management from the Perspective of Inclusive Special Education," promoted by the Federal University of Rio Grande do Norte (UFRN) within the scope of the National Network for Continuing Teacher Education (RENAFOR) in the Brazilian context. The 170-hour course was designed to train public school administrators to contribute to the consolidation of educational inclusion in various contexts and levels of schooling. Adopting a qualitative and descriptive methodological approach, based on documentary research and content analysis of the course's Final Report, the study describes the course structure, pedagogical methodology, support mechanisms, and observed results. The data indicate a pass rate of 80.71% among participants, totaling 306 managers working in 11 Brazilian states and 51 municipalities. Qualitative assessments by participants and tutors highlight the significant expansion of knowledge, the strengthening of reflective practice, and the development of managerial skills related to inclusive policies, curricular adaptations, collaborative leadership, and intersectoral coordination. The analysis examines the role of tutoring, forum mediation, and continuous formative assessment, as well as the relevance of contextualized activities—such as case studies, school projects, and reflective journals—to sustain engagement in virtual environments. Despite challenges, notably dropout and technological barriers, the report points to effective strategies, including differentiated support, timely feedback, and accessibility resources. Ultimately, the study offers evidence-based insights into how continuing distance education can promote more inclusive school management training, directly contributing to the planning and improvement of future educational policies and pedagogical practices aimed at equity, participation, and learning for all. Implications for scalability and regional policy coordination.},
 year = {2026}
}

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TY  - JOUR
T1  - Training and Professional Development of Inclusive School Managers: Evidence from the Experience of UFRN at RENAFOR in Brazil
AU  - Katiene Symone Brito Pessoa
AU  - Karine Symonir Brito Pessoa
AU  - Francinete Marcolino Silva Lima
AU  - Luzia Guacira Santos Silva
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N1  - https://doi.org/10.11648/j.edu.20261501.11
DO  - 10.11648/j.edu.20261501.11
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 1
EP  - 6
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20261501.11
AB  - This article aims to analyze the training experience of the Advanced Course in "School Management from the Perspective of Inclusive Special Education," promoted by the Federal University of Rio Grande do Norte (UFRN) within the scope of the National Network for Continuing Teacher Education (RENAFOR) in the Brazilian context. The 170-hour course was designed to train public school administrators to contribute to the consolidation of educational inclusion in various contexts and levels of schooling. Adopting a qualitative and descriptive methodological approach, based on documentary research and content analysis of the course's Final Report, the study describes the course structure, pedagogical methodology, support mechanisms, and observed results. The data indicate a pass rate of 80.71% among participants, totaling 306 managers working in 11 Brazilian states and 51 municipalities. Qualitative assessments by participants and tutors highlight the significant expansion of knowledge, the strengthening of reflective practice, and the development of managerial skills related to inclusive policies, curricular adaptations, collaborative leadership, and intersectoral coordination. The analysis examines the role of tutoring, forum mediation, and continuous formative assessment, as well as the relevance of contextualized activities—such as case studies, school projects, and reflective journals—to sustain engagement in virtual environments. Despite challenges, notably dropout and technological barriers, the report points to effective strategies, including differentiated support, timely feedback, and accessibility resources. Ultimately, the study offers evidence-based insights into how continuing distance education can promote more inclusive school management training, directly contributing to the planning and improvement of future educational policies and pedagogical practices aimed at equity, participation, and learning for all. Implications for scalability and regional policy coordination.
VL  - 15
IS  - 1
ER  -

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Author Information

Katiene Symone Brito Pessoa

Department of Educational Fundamentals and Policies, Federal University of Rio Grande do Norte, Natal/RN, Brazil

Contact Email

http://orcid.org/0000-0002-4707-7086
Karine Symonir Brito Pessoa

Metropole Digital Institute, Federal University of Rio Grande do Norte, Natal/RN, Brazil

http://orcid.org/0000-0002-3475-8341
Francinete Marcolino Silva Lima

Secretariat of Education, Sport, and Leisure of Rio Grande do Norte, Natal/RN, Brazil

http://orcid.org/0009-0004-7548-3278
Luzia Guacira Santos Silva

Department of Educational Fundamentals and Policies, Federal University of Rio Grande do Norte, Natal/RN, Brazil

http://orcid.org/0000-0001-8180-119X

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APA Style

Pessoa, K. S. B., Pessoa, K. S. B., Lima, F. M. S., Silva, L. G. S. (2026). Training and Professional Development of Inclusive School Managers: Evidence from the Experience of UFRN at RENAFOR in Brazil. Education Journal, 15(1), 1-6. https://doi.org/10.11648/j.edu.20261501.11

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ACS Style

Pessoa, K. S. B.; Pessoa, K. S. B.; Lima, F. M. S.; Silva, L. G. S. Training and Professional Development of Inclusive School Managers: Evidence from the Experience of UFRN at RENAFOR in Brazil. Educ. J. 2026, 15(1), 1-6. doi: 10.11648/j.edu.20261501.11

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AMA Style

Pessoa KSB, Pessoa KSB, Lima FMS, Silva LGS. Training and Professional Development of Inclusive School Managers: Evidence from the Experience of UFRN at RENAFOR in Brazil. Educ J. 2026;15(1):1-6. doi: 10.11648/j.edu.20261501.11

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@article{10.11648/j.edu.20261501.11,
  author = {Katiene Symone Brito Pessoa and Karine Symonir Brito Pessoa and Francinete Marcolino Silva Lima and Luzia Guacira Santos Silva},
  title = {Training and Professional Development of Inclusive School Managers: Evidence from the Experience of UFRN at RENAFOR in Brazil},
  journal = {Education Journal},
  volume = {15},
  number = {1},
  pages = {1-6},
  doi = {10.11648/j.edu.20261501.11},
  url = {https://doi.org/10.11648/j.edu.20261501.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20261501.11},
  abstract = {This article aims to analyze the training experience of the Advanced Course in "School Management from the Perspective of Inclusive Special Education," promoted by the Federal University of Rio Grande do Norte (UFRN) within the scope of the National Network for Continuing Teacher Education (RENAFOR) in the Brazilian context. The 170-hour course was designed to train public school administrators to contribute to the consolidation of educational inclusion in various contexts and levels of schooling. Adopting a qualitative and descriptive methodological approach, based on documentary research and content analysis of the course's Final Report, the study describes the course structure, pedagogical methodology, support mechanisms, and observed results. The data indicate a pass rate of 80.71% among participants, totaling 306 managers working in 11 Brazilian states and 51 municipalities. Qualitative assessments by participants and tutors highlight the significant expansion of knowledge, the strengthening of reflective practice, and the development of managerial skills related to inclusive policies, curricular adaptations, collaborative leadership, and intersectoral coordination. The analysis examines the role of tutoring, forum mediation, and continuous formative assessment, as well as the relevance of contextualized activities—such as case studies, school projects, and reflective journals—to sustain engagement in virtual environments. Despite challenges, notably dropout and technological barriers, the report points to effective strategies, including differentiated support, timely feedback, and accessibility resources. Ultimately, the study offers evidence-based insights into how continuing distance education can promote more inclusive school management training, directly contributing to the planning and improvement of future educational policies and pedagogical practices aimed at equity, participation, and learning for all. Implications for scalability and regional policy coordination.},
 year = {2026}
}

Copy | Download

TY  - JOUR
T1  - Training and Professional Development of Inclusive School Managers: Evidence from the Experience of UFRN at RENAFOR in Brazil
AU  - Katiene Symone Brito Pessoa
AU  - Karine Symonir Brito Pessoa
AU  - Francinete Marcolino Silva Lima
AU  - Luzia Guacira Santos Silva
Y1  - 2026/01/31
PY  - 2026
N1  - https://doi.org/10.11648/j.edu.20261501.11
DO  - 10.11648/j.edu.20261501.11
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 1
EP  - 6
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20261501.11
AB  - This article aims to analyze the training experience of the Advanced Course in "School Management from the Perspective of Inclusive Special Education," promoted by the Federal University of Rio Grande do Norte (UFRN) within the scope of the National Network for Continuing Teacher Education (RENAFOR) in the Brazilian context. The 170-hour course was designed to train public school administrators to contribute to the consolidation of educational inclusion in various contexts and levels of schooling. Adopting a qualitative and descriptive methodological approach, based on documentary research and content analysis of the course's Final Report, the study describes the course structure, pedagogical methodology, support mechanisms, and observed results. The data indicate a pass rate of 80.71% among participants, totaling 306 managers working in 11 Brazilian states and 51 municipalities. Qualitative assessments by participants and tutors highlight the significant expansion of knowledge, the strengthening of reflective practice, and the development of managerial skills related to inclusive policies, curricular adaptations, collaborative leadership, and intersectoral coordination. The analysis examines the role of tutoring, forum mediation, and continuous formative assessment, as well as the relevance of contextualized activities—such as case studies, school projects, and reflective journals—to sustain engagement in virtual environments. Despite challenges, notably dropout and technological barriers, the report points to effective strategies, including differentiated support, timely feedback, and accessibility resources. Ultimately, the study offers evidence-based insights into how continuing distance education can promote more inclusive school management training, directly contributing to the planning and improvement of future educational policies and pedagogical practices aimed at equity, participation, and learning for all. Implications for scalability and regional policy coordination.
VL  - 15
IS  - 1
ER  -

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