A família no processo de ensino e aprendizagem de crianças com deficiência intelectual

Abstract

Traditionally, the family is understood as a primary institution of protection and care, providing affective support with bonds of solidarity, in other words, it is a space of experienceand socialization for the well-being of individuals, especially during childhood and adolescence. However, other environments, such as the school, constitute a preponderant social system for the development of the human being, so attention should be paid to families in children with educational needs, especially those with some kind of disability. With this in mind, our general objective is to analyze the importance of the family in the school and its contribution to the teaching-learning process of children with intellectual disabilities. From the perspective of the following specific objectives: to discuss the legislation that subsidizes inclusive education in Brazil; to understand how the roles of families have been constituted over time; to discuss the mutual cooperation between family and school in the teaching- learning process of students with intellectual disabilities. The methodology consisted of bibliographical research with a qualitative approach. The results showed that the relationship between family and school has reciprocal results, improving the child's development and finding strategies to deal with difficulties in the learning process. t also brings these two socialinstitutions (family and school) closer together, arousing interest in the quality of teaching for children with intellectual disabilities. In conclusion, it is necessary to understand the importance of the family in monitoring the child, as a continuous process, since this develops self-esteem and respect for the particularities of children with intellectual disabilities.