Diálogos inclusivos: A relação entre mães de alunos com deficiência e professores na construção de uma Cultura de Paz

Abstract

This dissertation aims to investigate how the Culture of Peace can assist in overcoming the main difficulties found in the relationship between teachers and mothers of children with disabilities within the context of inclusive education. The study seeks to understand how practices of dialogue, empathy, and collaboration can be implemented to promote more effective communication and a constructive partnership between these two groups, ultimately improving the development of children and the overall school environment. The methodology adopted includes a bibliographical research based on authors such as Galtung (1964) and Jares (2002), who discuss conflict mediation and the Culture of Peace. Legislative documents and public policies related to inclusive education and disability were also analyzed, along with interviews with mothers and teachers to explore their perceptions of the challenges and solutions in the inclusion process. The study employed a qualitative approach, analyzing the data collected through literature review and narrative accounts. The results show that the main difficulty in the relationship between mothers and teachers is the lack of effective communication, characterized by distrust and limited dialogue. This gap negatively affects the inclusion process of children with disabilities. The Culture of Peace, by encouraging practices of mutual respect and cooperation, proved to be an effective strategy for overcoming these obstacles and strengthening the relationship between the parties involved. In conclusion, the implementation of practices based on the Culture of Peace can not only improve the relationship between mothers and teachers but also promote a more complete and meaningful school inclusion. As a final product, the study proposes the creation of an educational booklet aimed at teachers and mothers, offering guidance on how to build peaceful relationships in the school environment, fostering an inclusive education grounded in empathy and collaboration.