CONSTRUCTION OF THE AFFECTIVE ENVIRONMENT: THE IMPORTANCE OF THE FAMILY FOR THE INCLUSION OF STUDENTS WITH DISABILITIES OR EDUCATIONAL NEEDS IN THE SCHOOL CONTEXT

Abstract

The process of including students with disabilities or special educational needs in mainstream schools has generated contributions and consequences for the work of teachers. One of the consequences is the lack of preparation of teachers and the absence of families in the school environment. This article sought aims to analyze how affectivity influences the learning of students with disabilities or special educational needs, and the process of inclusion in a public school in Paraná. In this sense, the following problem was posed: how does affectivity influence the learning of students with disabilities or special educational needs, and the process of inclusion in a public school in Paraná? The methodology used was qualitative, bibliographical and documentary, and field research using forms and interviews. To this end, we discussed the conceptions and epistemologies that encompass the definitions of educational, pedagogical and teaching practices, under the direction of some scholars such as Mantoan (2003), Piaget (1962), Fernandez (2001), César (2003), Brasil (2008), among others who address the pedagogical theme, specifying the elucidative context that deals with the work carried out in the face of Inclusive Education. The research revealed that teachers assume that they are not prepared for the demands of Inclusive Education, as well as stating that they need training and continuing education to ensure the learning of students who require this process, and that this should be part of the school curriculum. We can therefore conclude that there is a need for the creation and implementation of public policies on Inclusive Education, as well as professional action in line with these, and the call for family participation in the school, thereby prioritizing the realization of the rights provided for in global legislation. The reflections expressed by the subjects made it possible to consider that current inclusive policies have been incipient, requiring urgent and frequent measures to be taken by educators in the context of Inclusive Education.