Educação inclusiva e os desafios da relação entre a escola e a família: a experiência da Rede Municipal de São Luís

Abstract

This research addresses Inclusive Education and the Challenges of the Relationship between School and Family in the context of the Municipal Education Network of São Luís, understanding the advances of the Special Education policy, from the perspective of inclusive education, as well as its challenges of implementation, focusing on the relationship between the school and the families of students with disabilities and autism spectrum disorders (ASD). The families of these students demand better conditions for the educational service of their children inserted in the common education of the schools of the network, as well as the school demands for closer approximation of the family in the resolution of situations/problems arising from the inclusion process, which requires new practices and approximation between the parties. Therefore, the question is: what strategies can be developed in order to contribute to the improvement of the school-family relationship of students with disabilities and ASD enrolled in schools in the São Luís school system? Based on the above, the general objective of the research is to understand the relationship between school and family of students with disabilities and with ASD enrolled in Elementary School of the Public Education Network of São Luís. The methodology applied to the case study has a qualitative approach. The instruments selected for the collection of information were: documentary research, semistructured interviews aimed at school managers of two schools in the network with a significant number of students with disabilities and ASD in common education and in a multifunctional and family resource room of students with disabilities. disabilities and with ASD enrolled in the aforementioned elementary schools; and questionnaires directed to family members to survey the profile of the participants, as well as information for analysis of the axes that contemplate the study. From the data obtained and analyzed, the research showed that the schools have a satisfactory relationship with the families, however, there is a need for intervention with regard to the approximation of the teachers of the final years with them; need for the school to encourage the participation of families in the democratic spaces of the school and; changes in the pedagogical practices of teachers in the final years with the students in question, as well as the need to raise awareness of the school community about educational inclusion. With a view to minimizing these challenges, the Educational Assistance Plan (PAE) deals with the development of learning communities for the implementation of inclusive education with the participation of the school community.