A formação do professor da educação infantil: interação entre a família e a escola inclusiva

Abstract

The present study aimed to analyze the family-school interaction in promoting the development of autonomy and school inclusion for students with disabilities from the perspective of teachers and family members. The methodology used was qualitative, employing questionnaires administered to education professionals working in the Municipal Network of Araquari - SC, as well as to the families of students belonging to the target audience of special education – PAEE. The purpose of the chosen instrument was to investigate and seek answers to questions regarding the role of the family in the school inclusion process, a theme studied in this research. The results of the questionnaires revealed concerns about the lack of ongoing training for teachers, as well as worries regarding pedagogical practices and architectural spaces that are suitable for the specific needs of children with disabilities or global developmental disorders. It is expected that the data obtained in this study will contribute to the autonomy and institutional inclusion of students with disabilities. This study also generated an Educational Product through the creation of a podcast with information about inclusion for teachers and families. From the perspective of ecological theory, it is hoped that all educational actors can contribute to family-school interaction in a comprehensive and humanistic manner. In this way, the family can also be understood as a promoting agent of the inclusive school process. Thus, we conclude that it is essential to establish a partnership between family and school so that the school inclusion process occurs continuously and consistently. Finally, this study aimed to promote the debate on quality education, involving qualified professionals and engaged families in fostering the autonomous and critical development of inclusive students both in the institutional environment and in society. As a result of the research, suggestions were presented through the questionnaire responses from family members and teachers, which not only identify gaps in school inclusion but also offer possible solutions by creating a learning environment that meets the needs of all and promotes an inclusive space for the development of each child