RESUMO -Esse estudo possui seu enfoque nas representações sociais das famílias dos alunos com diagnóstico de Transtorno Mental, frente à perspectiva de sua inclusão em classe comum da rede de ensino e, matriculados em Programa de Educação Especial no município de Indaiatuba, cujo objetivo central era a política sociopedagógica da inclusão. Realizaram-se dois estudos de casos, de natureza descritiva, a partir de entrevistas semi-estruturadas e gravadas, com duas mães com filhos nessa condição. Nos depoimentos, as mães revelaram que os profissionais de educação e saúde passam ao largo das proposições da Educação Inclusiva e, sobretudo, não há discussões intersetoriais e complementaridade de ações que facultam ao aluno o direito de que sua existência-sofrimento seja minimizada e ampliados os contextos sociais inclusivos. Palavras-chave: Educação, Saúde Mental, Inclusão Social Inclusive Education and Students with a Mental Disorder:An Interdisciplinary Challenge ABSTRACT -This study is focusing on the social representations of families with students with a mental disorder, in the light of their inclusion in a regular school class. The students participated in a special education program in the city of Indaiatuba: the central objective of this program is the inclusion of their students in a regular school class. Two descriptive case studies were realized, based on a recorded, semi-structured interview with the mothers of a program participant. The mothers declared that the education and health professionals ignored the objectives of Inclusive Education and that no intersectoral discussions took place and no complementary actions were taken to reduce the suffering of the students and to broaden the context of their social inclusion.
The movement of Inclusive Education, in some countries, searches for a focus which could assist students with special needs within a general educational system and, on the other hand, internationally, it has been understood as inclusive education, the reconstruction able to attend the diversity among the students. However, this study has its focus on the social representations of the student's family with special needs, and, specifically, aiming the student with mental disorder and under psychiatric treatment when dealing with its inclusion into de current network of teaching. These students are regularly enrolled in the Support Program for Special Education (SPSE) in the city of Indaiatuba objecting to work the social pedagogical policies of Inclusion. When facing the special aspects involving the type of proposed study, the qualitative research was the best option considering nature of the theme and its empirical delineation. Two qualitative descriptive case studies were performed, based on semistructured and recorded interviews with two student's mothers. When inserting the proposals of the Inclusive Education in a social-historic context we must understand that its content presents a new way to conceive and, thus, to understand the individual with special needs, not allowing segregationist conceptions and the integrationist ideals of yesterday. Therefore, a parallel network existed for the different individual, to include him/her, by exclusion, delimiting an exclusion system. With the new proposition of the Inclusive Education, there is a need to break paradigms and to realize that school place involves a diversity space in which student segregation, and among other questions, the mutual distance between the school and the family, are no longer possible. There is still a need of intersectorial actions and complementary actions, extending social inclusion contexts, specially considering intersectorial policies (education x health x social) that must be reviewed and extended.
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