Abstract

This study originates from ongoing action research that aims to develop institutional opportunities to reflect on and take decisions about inclusion in the School of Accounts and Administration of Rio de Janeiro’s State Accounts Office. The research was organized in three phases. The first phase was an in-service course to sensitize professionals about inclusion. The second stage comprised the reformulation of the curriculum of the courses delivered by those professionals to other public servants; the third phase involved the creation and supervision of a discussion group that sought to develop cultures, policies and practices of inclusion. This study presents and analyses the first phase of the research from an omnilectical perspective. The question that guided this first phase was: what meanings of inclusion can be collectively derived from a course that aimed to sensitize a group to inclusion? The data was organized using Bardin content analysis technique, and discussed on the basis of the omnilectical perspective, developed by Santos. The results show the ways in which the participants “built” the concept of inclusion and their need to set up institutional practices based on participative citizenship, and to implement continuous evaluation of the teaching-learning processes.

Key words: Public administration, omnilectical perspective, inclusion in education.