A importância da relação escola x família na educação inclusiva de deficiente intelectual

• Autor(a) principal: Silva, Camila Ramos Brandão da
• Data de Publicação: 2016
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://repositorio.pucsp.br/jspui/handle/handle/33565
• topic: CNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO; Família; Escola; Empatia; Comunidade e inclusão; Family; School; Empathy; Community and inclusion

The present research aims to reflect on the relationship between school and family with regard to the process of school inclusion of the intellectual deficient. In order to do so, we sought to understand the role of the school through the school inclusion movement, taking into account the legislation that underpins the inclusive process. And also the reflection about the inclusion in the school environment, which according to Montoan (1993) has as its primary goal, to leave no one outside of regular education since the early years. The school in the context of inclusive education must propose a way of organizing the educational system that considers the needs of all students and be structured according to these needs. This proposal is of extreme importance since it is in the school that the child evolves as an individual of a society. In addition to the school, the family also has total importance for the development process of the child, since the learning, according to Munhoz (2003), operates according to the systemic family model, of which the child is inserted, Functions and expectations. Since school and the family are a space for the development of children with and without intellectual disabilities, it was necessary to reflect on the relationship between the two in relation to empathy, through the community perspective proposed by Carneiro (2011), Where he explains that it is necessary to have a relationship of partnership between them, leaving aside the hierarchical model where the school assumes power over the family. In order to better understand this issue, we present some situations where there has been some compromise in this relationship, evidencing that when the empathy, the inclusion process, and even the child can not be established in a healthy way, can be harmed. In this way, the empathic relationship between school and family, that is, a relationship through the community perspective, can facilitate the inclusion process, since in this sense, both the family and the school can work as partners And with the same objective: The development of the potentialities of the intellectual deficient and consequent inclusion.