A importância da parceria entre família e escola para o processo de ensino aprendizagem no contexto da educação inclusiva

Abstract

When observing the school institutions and the family, considering their differences and similarities, citizens are taken into account as social and historical subjects, present and active in the history of society, so rooted in class dividers, which constantly separate men from the natural condition of equality. Faced with this reality, the school, as an instrument of education, faces great challenges regarding the actions it promotes. The Inclusion ofstudents who present, special educational needs have been mobilizing society and the entire school community in the face of this new school model, where all students should be included in the classrooms of regular education. This movement makes the school reflect on the principles of this new paradigm, which ranges from living with these students in the same space to a change in the organization of all pedagogical work of school. This work deals in its general objective to understand the importance of the relationship between family and school in the teaching learning process of students with disabilities and in the specific objectives it deals with the importance of the partnership between family and school, for the construction of a collaborative work in favor of inclusion; Point out the barriers that hinder the partnership between family and school in the process of inclusion of students with disabilities and establish reflections between family and school in the process of inclusion ofstudents with disabilities and establish reflections about the importance of the presence and participation of the family in the inclusion process. As a methodology, we chose to review the literature. The research is anchored in assumptions of a qualitative and exploratory nature, that is. It is a research approach that studies subjective aspects of social phenomena and human behavior. The results point to the importance of the family-school partnership in the educational context of children with special needs, as well as the need for teachers skilled in working with this public.