Inclusão escolar, empoderamento familiar e o direito à educação

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Universidade Federal de Goiás


This study aimed to analyze the guiding conceptions of rights and school inclusion of families target group of special education students, and how they influence the decision-making and empowerment about the school life of their children. The family must be understood as a social group inserted in a larger context, so that the social representations about disability present in society directly influence the views that this group will build about the same. Despite the advances realized in recent decades, particularly with regard to the creation of new public policies for the inclusion of people with disabilities, still we feel the heritage of arising conception of the medical model which for centuries drew social attitudes towards those considered victims of a personal tragedy that makes it impossible to be fully inserted into society. In this sense we advocate the empowerment of parents and emphasize the importance of this process to contribute to the deconstruction of the family, the idea of disability as permanent and unchanging cycle of impossibilities. This research, qualitative, was marked in interactional partner perspective of man and the data were analyzed in the light of the Social Model of Disability. From the action research method, data production occurred from the realization of six meetings with a focus group of parents / families of students with disabilities. The meetings were fully transcribed and the data categorized into four themes: self-perception as a family of a disabled person; school inclusion and role of education: autonomy, education and work; the rights of disabled people in the voice of their parents; outlook raised from the meetings: Building empowerment strategies? In general, the results show that parents still have a conception of disability and school inclusion grounded in medical disease model. This view also influences the rights of concepts presented, so that the family referred to the realization of child rights almost exclusively to address issues related to the provision of health services. Regular school is still seen as a place that has as its main contribution to the child with disabilities the opportunity to mingle with students without disabilities. The special school is seen as a better institution prepared to meet their disabled children which was justified due to negative experiences of the family in regular schools. The lack of preparation of the regular school professionals to deal with the child's condition was the most common complaint. The disempowerment is still a reality experienced by parents, which allows us to affirm the importance of new research that contributes to the process of empowerment and the consequent disruption of this cycle.



Família, Deficiência, Empoderamento, Inclusão escolar, Family, Deficiency, Empowerment, School inclusion


ARIOZA, C. S. Inclusão escolar, empoderamento familiar e o direito à educação. 2017. 200 f. Dissertação (Mestrado em Educação) - Universidade Federal de Goiás, Catalão, 2017.