A inter-relação família, escola e equipe multidisciplinar e a detecção precoce de fatores que ocasionam dificuldade de aprendizagem em alunos do ensino fundamental menor

Abstract

The public policies of school inclusion have caused great changes in the Brazilian education system, especially from the last three decades, with the increase in enrollment of students with disabilities in the regular education network. All this scenario caused, concomitantly, transformations in the teaching work and demanded training policies that qualified teachers to act with this new reality and ensure the quality of the teaching-learning process of students. However, what is observed is the distance between the reforms that provided access to students and the concern to qualify teachers to work with them. Thus, the main objective of the present work is to discuss about the theoretical assumptions of school inclusion, evidencing the importance of the Interrelationship School, Family and Multidisciplinary Team in order to detect early the factors that cause learning difficulties in students of the initial years of elementary school. To this end, the main legislation and governmental actions of the last decades since the Federal Constitution of 1988 and through a bibliographic review of authors such as: KASSAR (2014), VILARONGA & MENDES (2014), TARDIF (2014), GREGUOL, GOBBI e CARRARO (2013), BNCC (2017), MENDES (2019), REIS (2016), LAPLANE (2015), KUNN (2011), BRITES (2021) and others. Investing in the training and improvement of professionals who work in the school, contributes significantly to the guarantee of better quality education and consequently success in the schooling of students with disabilities.