Research Article
Training and Professional Development of Inclusive School Managers: Evidence from the Experience of UFRN at RENAFOR in Brazil
Issue:
Volume 15, Issue 1, February 2026
Pages:
1-6
Received:
27 October 2025
Accepted:
29 December 2025
Published:
31 January 2026
DOI:
10.11648/j.edu.20261501.11
Downloads:
Views:
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.
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...
Show More
,
Karine Symonir Brito Pessoa
