<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1317-0570</journal-id>
<journal-title><![CDATA[Telos]]></journal-title>
<abbrev-journal-title><![CDATA[Telos]]></abbrev-journal-title>
<issn>1317-0570</issn>
<publisher>
<publisher-name><![CDATA[Universidad Dr. Rafael Belloso Chacín]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1317-05702025000200744</article-id>
<article-id pub-id-type="doi">10.36390/telos272.19</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[LIDERANÇA ESCOLAR E INCLUSÃO NA EDUCAÇÃO BÁSICA: IMPACTOS DOS ESTILOS DE GESTÃO]]></article-title>
<article-title xml:lang="en"><![CDATA[Research trends around pedagogical practices for juveniles with custodial measures linked to juvenile justice systems]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Marques Duarte]]></surname>
<given-names><![CDATA[Júlia Maria]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Marques Duarte]]></surname>
<given-names><![CDATA[José Lucas]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fossatti]]></surname>
<given-names><![CDATA[Paulo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade LaSalle  ]]></institution>
<addr-line><![CDATA[Canoas/RS ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade LaSalle  ]]></institution>
<addr-line><![CDATA[Canoas/RS ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade LaSalle  ]]></institution>
<addr-line><![CDATA[Canoas/RS ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2025</year>
</pub-date>
<volume>27</volume>
<numero>2</numero>
<fpage>744</fpage>
<lpage>758</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_arttext&amp;pid=S1317-05702025000200744&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S1317-05702025000200744&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S1317-05702025000200744&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO A inclusão constitui um direito fundamental das pessoas com deficiência, assegurado pela Constituição Federal do Brasil de 1988. Com base nos princípios dos direitos humanos, este estudo tem como objetivo analisar de que modo os diferentes estilos de liderança educacional impactam a inclusão de estudantes público-alvo da Educação Especial no ensino fundamental de uma rede pública municipal. Para isso, optou-se por uma abordagem qualitativa, de caráter descritivo, por meio de revisão bibliográfica, conforme os pressupostos metodológicos de Gil (2019), utilizando-se de fontes primárias, secundárias e terciárias, bem como produções acadêmico-científicas disponíveis na plataforma da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES). Os objetivos específicos consistem em: a) descrever os estilos de liderança transformacional, situacional e servidora no contexto da gestão escolar; e b) identificar as possibilidades de aplicação desses estilos em instituições escolares sob uma perspectiva inclusiva. A justificativa da pesquisa baseia-se no aumento superior a 50% nas matrículas de estudantes da Educação Especial, registrado nos últimos quatro anos (2021, 2022, 2023 e 2024) na referida rede pública. Os resultados evidenciam que a liderança transformacional favorece a inclusão ao incentivar a motivação profissional e a inovação nos processos pedagógicos; a liderança situacional permite a adaptação das estratégias às diferentes demandas escolares; e a liderança servidora valoriza o bem-estar dos estudantes, contribuindo para a construção de um ambiente educacional colaborativo e inclusivo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT 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.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Básica]]></kwd>
<kwd lng="pt"><![CDATA[Gestão educacional]]></kwd>
<kwd lng="pt"><![CDATA[Gestão Escolar]]></kwd>
<kwd lng="pt"><![CDATA[Inclusão]]></kwd>
<kwd lng="pt"><![CDATA[Liderança.]]></kwd>
<kwd lng="en"><![CDATA[Basic Education]]></kwd>
<kwd lng="en"><![CDATA[Educational Management]]></kwd>
<kwd lng="en"><![CDATA[School Management]]></kwd>
<kwd lng="en"><![CDATA[Inclusion]]></kwd>
<kwd lng="en"><![CDATA[Leadership.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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