THE ROLE OF THE FAMILY IN SCHOOL INCLUSION – A SHARED PERSPECTIVE ON INCLUSIVE RESPONSIBILITY BETWEEN PARENTS AND TEACHERS AT A MUNICIPAL SCHOOL IN THE CITY OF FORMOSA, GOIÁS, BRAZIL

Abstract

This research is an excerpt from a culminating project for a Master’s degree in Educational Sciences from the Universidad Tecnológica Intercontinental (UTIC/PY). Specifically, it focuses on a segment of the dissertation titled "The role of the family in school inclusion: a perspective from teachers and parents regarding shared responsibility between the family and the Dr. Euclides Wicar de Castro Parente Municipal School in Formosa, Goiás, Brazil." Above all, the study sought to understand how family participation contributes to the school inclusion process and to guaranteeing the right to learn for students with disabilities. It was based on the premise that effective inclusion occurs when there is shared responsibility among the various actors involved in the educational process, particularly between the school and the family. Thus, the general objective was to analyze the importance of family participation in school inclusion. Linked to this, the work also explored other investigative aspects, such as identifying models of family participation that foster inclusion, describing their contributions to the learning process, and exploring strategies for shared responsibility between school and family. The chosen methodology involved bibliographic and descriptive research combined with a quantitative approach. Quantitative data were analyzed using simple descriptive statistics—specifically frequency and percentage—to provide an overview of the responses. The study involved administering a 20-question survey in person to 15 experienced teachers working in Specialized Educational Services (AEE) at the Dr. Euclides Wicar de Castro Parente Municipal School in Formosa, Goiás. Furthermore, the research employed a case study approach, focusing specifically on three areas: 1) family actions; 2) interaction strategies and barriers; and 3) perceived impact. In line with this focus, the choice of the research site (the aforementioned school) is justified by its recognized commitment to inclusive education and its provision of Specialized Educational Services (AEE), making it a relevant setting for a measurable analysis of the shared responsibility between family and school; nevertheless, the research prioritized the anonymity of the parties involved in this partnership (family and school). To guide the research process, we drew upon the theoretical frameworks of scholars such as Glat and Pletsch (2012), Libâneo (2016), and Epstein (2011). ...Bronfenbrenner (2011), Bock, Furtado, and Teixeira (2019), Vygotsky (1998), Mantoan (2015), Aranha (2004), Martins and Leite (2014), UNESCO (1994), the Federal Constitution (1988), Mendes (2010), Vitaliano (2010), and Brazil (1996), among others aligned with this perspective. To address the substance and form of the research—focusing on the family-school relationship versus inclusion and their shared responsibilities—we first turn to the insights of authors Glat and Pletsch (2012). They argue that full accessibility is achieved when the school adopts a reflective and collaborative stance, involving teachers, administrators, families, and students in decisions regarding the use of space and the organization of pedagogical time. This shared responsibility strengthens the inclusive culture and ensures that the school environment is, in fact, a learning space for everyone. Thus, adapting spaces and schedules is not merely a technical matter but an ethical and political commitment to social justice and the right to education. For Libâneo (2016), the partnership between school and family is a key determinant of a child's educational success and emotional well-being. Therefore, collaborative action grounded in trust, dialogue, and mutual respect strengthens the educational process and expands opportunities for learning and development. In light of this, it is worth noting that family involvement in school activities is a decisive factor in educational success. Epstein (2011) argues that active parental participation—through monitoring homework, communicating with teachers, and taking part in school decision-making—enhances the child's sense of belonging and strengthens the family-school partnership. Furthermore, we believe that when the school institution embraces family diversity, it can become a space for mutual learning and the valuing of differences. From this same perspective, we agree... ...that the family is the primary and most important social institution responsible for shaping the individual, serving as the starting point for the socialization process and the child's holistic development. In this sense, the family context constitutes the most influential microsystem in human development, as it is within this setting that the child establishes their first relationships based on affection, security, and learning.