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O envolvimento parental da família pela escola regular no processo de formação de alunos com NEE
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Abstract(s)
O envolvimento parental da família pela escola regular no processo de formação do aluno com Necessidades Educativas Especiais (NEE), tema dessa dissertação, busca trazer o contexto inclusivo no Brasil, bem como o processo de planejamento e envolvimento da família na escola.
A família tem um papel fundamental na construção e formação do sujeito, é na família que a criança tem o primeiro contato com o mundo e o desenvolvimento afetivo. A escola já entra no processo de formação do sujeito. Há nesse processo a aprendizagem e o conhecimento de mundo que serão importantes para a vivência em sociedade. Neste contexto, ambos são considerados a base para a formação humana. Ante o exposto, esta investigação se apresenta com o seguinte questionamento: Como é a relação família/escola no processo de formação dos alunos com necessidades educativas especiais da comunidade de Castelo de Sonhos - Pará/Brasil?
O objetivo geral da pesquisa visa analisar como ocorre o processo de envolvimento das famílias com crianças com NEE, pelas escolas públicas do distrito Castelo dos Sonhos -Pará. Para responder aos objetivos da investigação, realizou-se um estudo empírico, exploratório e descritivo, com metodologia quantitativa. Em que participaram 15 educadores, 3 supervisores e 8 famílias de alunos com NEE.
Os resultados alcançados evidenciaram a necessidade de incentivar e promover ações que viabilizem o processo de envolvimento parental da família pela escola regular no processo de formação e inclusão de alunos com NEE.
The parental involvement of the family by the regular school in the process of training students with Special Educational Needs (SEN), the subject of this dissertation, seeks to bring the inclusive context in Brazil, as well as the process of planning and family involvement in the school. The family has a fundamental role in the construction and formation of the subject, it is in the family that the child has the first contact with the world and affective development. The school already enters the subject's formation process. In this process, there is learning and knowledge of the world that will be important for living in society. In this context, both are considered the basis for human formation. Given the above, this investigation presents the following question: How is the family/school relationship in the process of training students with special educational needs in the community of Castelo de Sonhos - Pará/Brazil? The general objective of the research aims to analyze how the process of involvement of families with children with SEN occurs by public schools in the Castelo dos Sonhos district - Pará. To respond to the objectives of the investigation, an empirical, exploratory and descriptive study was carried out, with quantitative methodology. In which 15 educators, 3 supervisors and 8 families of students with SEN participated. The results achieved evidenced the need to encourage and promote actions that enable the process of parental involvement of the family by the regular school in the process of training and inclusion of students with SEN.
The parental involvement of the family by the regular school in the process of training students with Special Educational Needs (SEN), the subject of this dissertation, seeks to bring the inclusive context in Brazil, as well as the process of planning and family involvement in the school. The family has a fundamental role in the construction and formation of the subject, it is in the family that the child has the first contact with the world and affective development. The school already enters the subject's formation process. In this process, there is learning and knowledge of the world that will be important for living in society. In this context, both are considered the basis for human formation. Given the above, this investigation presents the following question: How is the family/school relationship in the process of training students with special educational needs in the community of Castelo de Sonhos - Pará/Brazil? The general objective of the research aims to analyze how the process of involvement of families with children with SEN occurs by public schools in the Castelo dos Sonhos district - Pará. To respond to the objectives of the investigation, an empirical, exploratory and descriptive study was carried out, with quantitative methodology. In which 15 educators, 3 supervisors and 8 families of students with SEN participated. The results achieved evidenced the need to encourage and promote actions that enable the process of parental involvement of the family by the regular school in the process of training and inclusion of students with SEN.
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Keywords
Envolvimento parental Escola Educação inclusiva Formação dos alunos AEE Parental involvement School Inclusive education Training of students