Educação Especial e a Relação Família - Escola: Análise da produção científica de teses e dissertações

Abstract

ResumoO relacionamento família-escola vem sendo apontado pela literatura nas áreas da educação especial e psicologia como um dos principais fatores facilitadores no processo de inclusão escolar. Tendo em vista esses fatores, esta pesquisa teve o objetivo de identificar e analisar a produção científica de teses e dissertações produzidas no período de 2001-2011 sobre a relação entre família-escola de crianças público alvo da educação especial. Para tanto, foi realizada uma busca sistemática no Banco de Teses da CAPES e utilizada uma ficha adaptada para a análise da temática, da metodologia e dos resultados de cada produção. Foram analisadas ao todo 20 produções. Os resultados encontrados apontam que grande parte das pesquisas está em programas de pós-graduação do sudeste, apresenta metodologia descritiva, adota uma concepção social da deficiência e que o tema principal foi o de "atitude/percepção" de familiares e membros da escola sobre o processo de inclusão. Foi possível observar a carência em estudos de intervenção na área.Palavras-chave: educação especial; família; escola. Special Education and the Family Relationship -School: Analysis of scientific production of theses and dissertations AbstractThe family-school relationship has been pointed out by the literature in the areas of special education and psychology as a major facilitating factors in the school inclusion process. Considering these factors, this research aimed to identify and analyze the scientific production of theses and dissertations produced in the 2001-2011 period on the relationship between children of family-school target audience of special education. This requires a systematic search at the Bank of CAPES Theses and used a plug adapted for the analysis of the subject, the methodology and the results of each production was performed. They analyzed a total of 20 productions. The results show that much of the research is in southeastern graduate programs, presents descriptive methodology, adopts a social conception of disability and the main theme was the "attitude / perception" of family and school members on the inclusion process. It observed the lack of intervention studies in the area.Keywords: special education; family; school. Educación Especial y la Relación Familia -Escuela: Análisis de la producción científica de tesis y disertaciones ResumenEl relacionamiento familia-escuela viene siendo apuntado por la literatura en las áreas de la educación especial y psicología como uno de los principales factores facilitadores en el proceso de inclusión escolar. Teniendo en vista esos factores, esta investigación tuvo el objetivo de identificar y analizar la producción científica de tesis y disertaciones producidas en el período de 2001-2011 sobre la relación entre familia-escuela de niños público diana de la educación especial. Para tal, se realizó una búsqueda sistemática en el Banco de Tesis de la CAPES y utilizada una ficha adaptada para el análisis de la temática, de la metodología y de los resultados de cada producción. Se analizaron al tot...

Strategies adopted by parents in the schooling experience of their young and adult children with disabilities

“…This led to new results about parents' experience of the children's schooling process: positive (thinking of alternatives for their children, and the school's flexibility regarding alternatives) and negative (their children's lack of motivation to study -activity overload) results, the existence of excluding practices at the school, and compromised acquisition of school knowledge). The latter two consequences were also identified by Maturana and Cia (2015), Pletsch (2014b) and Silveira and Neves (2006) in their studies. Most parents reported negative results in the initial attempt to integrate their children in school.…”

“…In some instances, the results were similar, regardless of the strategy adopted by the parents, as they had to cope with the lack of flexibility in the school setting. For example, P1 and P7, although the latter had negotiated possibilities of adaptation for her daughter with the school, reported a similar result: negative impact on the acquisition of school knowledge, which is a result shared by many parents of people with disabilities attending regular schools (Maturana & Cia, 2015;Pletsch, 2014a;Pletsch, 2014b). This situation made P7 take an even more radical strategy than negotiation -she moved her daughter to another school and, in an attempt to avoid the previous results, she worked with the directors of the new school to design a strategy that would ensure that her daughter had learning opportunities.…”

“…Many of them have associated their history of school failure with their disability, considering themselves to be the cause for their difficulties, without considering aspects related to their schools' organization and structure. Maturana and Cia (2015) analyzed 20 studies (nine theses and 11 dissertations) on the partnership between the family and school of students with disabilities enrolled in regular education, and found that, in some of these studies, parents reported that their children with disabilities had learned no school contents. In general, families assessed their children's school inclusion process as negative and associated the lack of investment in the school environment with the discredit of the professionals working there and the development ability/potential of students with disabilities.…”

O processo de inclusão de crianças com necessidades especiais de saúde na educação infantil

“…Também ressalta a importância da relação família-escola para que o processo de inclusão seja bem sucedido. 18 Outro componente importante dessa rede são os serviços de saúde, que deveriam formar parcerias com as escolas, devido estas possuírem em sua rotina CRIANES. Os enunciados a seguir denotam a relação entre a escola e os serviços de saúde: 19 A falta de amparo do sistema de saúde às escolas constitui-se de uma lacuna na atenção a essas crianças, pois é na escola que se encontra o foco da educação permanente e continuada.…”

Brazilian Congress on Speech, Language and Hearing Sciences: history, organization and scientific production

“…In 2015, Maturana identified and analyzed the scientific production of theses and dissertations, produced between 2001 and 2011, analyzing the relationship between school-family of special education target children 8 .…”