Liderança Escolar e Inclusão na Educação Básica: Impactos dos Estilos de Gestão

Inclusion is a fundamental right of persons with disabilities, guaranteed by the Federal Constitution of Brazil (1988). Based on the principles of human rights, this study aims to analyze how different educational leadership styles impact the inclusion of students targeted by Special Education in the elementary level of a municipal public school system. A qualitative, descriptive approach was adopted through a bibliographic review, according to the methodological guidelines of Gil (2019), drawing upon primary, secondary, and tertiary sources, as well as scientific publications available on the CAPES (Coordination for the Improvement of Higher Education Personnel) platform. The specific objectives are: a) to describe transformational, situational, and servant leadership styles within the context of school management; and b) to identify how these leadership styles can be applied in school institutions from an inclusive perspective. The research is justified by the fact that, over the past four years, there has been an increase of more than 50% in the enrollment of students receiving Special Education services in the municipal public school system. The results indicate that transformational leadership promotes inclusion by motivating professionals and fostering innovation in pedagogical processes; situational leadership allows for the adaptation of strategies to meet various educational demands; and servant leadership emphasizes student well-being, contributing to the development of a collaborative and inclusive school environment.