Contribuição das famílias de deficientes para o ensino e aprendizagem no contexto escolar inclusivo: relações família- escola

Abstract

The family is the first place where we receive love and understanding, being the social environment that will shape us for social coexistence. The school, in turn, has the responsibility of ensuring the physical and mental integrity of students, guiding them to exercise citizenship. Thus, this article aims to investigate, through bibliographical research, the aspects that define the contribution of disabled families to teaching and learning in the inclusive school context. were used as theoretical support: (MORGAN 1877; ENGELS 1984; BUSCAGLIA, 1997; VYGOTSKY, 1984; BRASIL, 1998, OLIVEIRA, 2022; Gil, 2002; COSTA, 2019; ARAUJO et al, 2019, SIMÕES, et al. 2020), where 13 publications in Portuguese were selected between the years 2018 to 2021, after analysis and better understanding, they were divided into categories and subcategories, where the results showed that the contribution of the family stimulates the development of the person with a disability, improving their psychosocial skills and intellectual as well as encouraging interrelationships.