Relação família-escola e as repercussões na inclusão escolar de alunos autistas: estratégias para uma parceria

Abstract

This study aims to investigate how the family-school relationship is built in the context of school inclusion of autistic students in a municipal early childhood education school located in Itabirito (MG), with a view to promoting partnership strategies between school and family. To this end, the study, based on the literature, discusses elements related to the school inclusion of autistic children, based on a brief review of school inclusion policies as well as considerations regarding the particularities of these cases. Therefore, the definition of autism and the implications of its demands for the school context are briefly revisited, with particularities guiding considerations about the importance of the family-school relationship for the teaching-learning process of autistic students. In view of these issues, the following research questions are posed: How is the relationship between family and school constructed in the process of including autistic students in a municipal early childhood education school located in Itabirito (MG)? How can partnership strategies between family and school be promoted that favor the process of school inclusion of autistic students? With this in mind, three questionnaires with open-ended questions were administered, one to education professionals such as the principal, supervisor, psychologist, and speech therapist, another to the teacher, and the third to the mother of an autistic child. Based on the definition and analysis of four categories, it was possible to conclude that both professionals and families consider dialogue and exchanges between families and schools to be important. The professionals emphasize the role of the school in this process, which can be a catalyst in promoting dialogue by providing ways to welcome and raise awareness among families for their active participation. According to the professionals, the challenges in building this partnership lie solely with the family, as, in their perception, the family often resists this approach. As for the strategies used by the school in building this partnership, parent meetings or specific school events are mentioned. It is therefore concluded that there is a need to situate the school's place in building the family-school partnership in such a way that it recognizes the importance of promoting spaces and projects aimed at bringing the family closer, beyond parent meetings, especially when we consider the school inclusion of autistic students.