Palavras-chave
family–school partnership
family participation
disability
power and equity
intersectionality
Como Citar
Resumo
Inclusive education is frequently framed as the exclusive responsibility of the school, a perspective this chapter argues is fundamentally incomplete. Drawing on Brazilian legislation and international scholarship, the chapter contends that the meaningful participation of families is a necessary condition for genuinely inclusive processes, and that families must be repositioned from a deficit framing to one of protagonism—as knowledgeable agents, decision-makers, and co-owners of their children's educational projects. The chapter reviews empirical evidence linking family participation to improved academic, social, and transition outcomes for students with disabilities, while acknowledging the heterogeneity and limitations of that evidence. It then examines three mechanisms through which participation operates (complementary knowledge, consistency across settings, and advocacy) and analyzes the structural, economic, linguistic, cultural, attitudinal, and power-related barriers that constrain engagement, with attention to intersectionality. Six practical strategies for building home–school bridges are presented, each with its implementation challenges and feasibility. The chapter also engages with counterperspectives concerning professional autonomy, the risk of holding families responsible for systemic failures, and the reproduction of inequality. It concludes that bridge-building must be accompanied by a genuine redistribution of power so that inclusive education becomes a project built with families rather than for them.
Referências
APPLE, M. D. Can education change society? Routledge, 2013.
BAPTIST, C. R. Política pública, educação especial e escolarização no Brasil [Public policy, special education, and schooling in Brazil]. Educação e Pesquisa, v. 45, p. e180515, 2019.
BOURDIEU, P. The forms of capital. In: RICHARDSON, J. (Ed.). Handbook of Theory and Research for the Sociology of Education. Greenwood, 1986. p. 241–258.
BRASIL. Constituição da República Federativa do Brasil [Constitution of the Federative Republic of Brazil]. Brasília, DF: Senado Federal, 1988.
BRASIL. Lei nº 9.394, de 20 de dezembro de 1996. Estabelece as diretrizes e bases da educação nacional [Law No. 9,394 of December 20, 1996. Establishes the guidelines and bases of national education]. Diário Oficial da União, Brasília, DF, Dec. 23, 1996.
BRASIL. Lei nº 13.146, de 6 de julho de 2015. Institui a Lei Brasileira de Inclusão da Pessoa com Deficiência (Estatuto da Pessoa com Deficiência) [Law No. 13,146 of July 6, 2015. Establishes the Brazilian Law for the Inclusion of Persons with Disabilities (Statute of Persons with Disabilities)]. Diário Oficial da União, Brasília, DF, Jul. 7, 2015.
BORBA, M.; ZANG, J. M.; SILVA, S. P. da. O protagonismo da família no processo de inclusão escolar da criança com deficiência [The protagonism of the family in the school inclusion of children with disabilities]. Revista Diálogos, v. 30, n. 2, p. 45–62, 2024.
COLLINS, P. H. Black feminist thought: Knowledge, consciousness, and the politics of empowerment. Routledge, 2000.
CRENSHAW, K. Demarginalizing the intersection of race and sex: A Black feminist critique of antidiscrimination doctrine, feminist theory and antiracist politics. University of Chicago Legal Forum, v. 1, n. 1, p. 139–167, 1989.
EREVELLES, N. Disability and difference in global contexts: Enabling a transformative body politic. Palgrave Macmillan, 2011.
FINKELSTEIN, S. et al. The inclusive practices of classroom teachers: A scoping review and thematic analysis. International Journal of Inclusive Education, v. 25, n. 6, p. 735–762, 2021.
FREIRE, P. Pedagogy of the oppressed. Herder and Herder, 1970.
GASPAR, C. R. et al. Expanding the concept of parent involvement to special education: A bibliometric analysis of research trends. PubMed Central, v. 12, n. 3, p. 1–18, 2025.
GOFFMAN, E. Stigma: Notes on the management of spoiled identity. Prentice-Hall, 1963.
GLAT, R.; PLETSCH, M. D. Inclusão escolar de alunos com deficiência: Uma análise da política nacional de educação especial [School inclusion of students with disabilities: An analysis of national special education policy]. Revista de Educação Especial, v. 23, n. 36, p. 5–24, 2010.
GREENHALGH, T.; THORNE, S.; MALTERUD, K. Time to challenge the spurious hierarchy of systematic over narrative reviews? European Journal of Clinical Investigation, v. 48, n. 6, p. e12931, 2018.
HARRY, B.; OCASIO-STOUTENBURG, L. Leadership and collaboration in home–school partnerships. In: Handbook of home-school partnerships. Routledge, 2020. p. 1–20.
HENDERSON, A. T.; MAPP, K. L. A new wave of evidence: The impact of school, family, and community connections on student achievement. National Center for Family & Community Connections with Schools, Washington, DC, 2002.
HERRERA-SEDA, C.; WALTON, E. Teacher education for inclusive education: A scoping review of Global South scholarship. Journal of Education for Teaching, v. 51, n. 4, p. 651–665, 2025.
HOOVER-DEMPSEY, K. V.; SANDLER, H. M. Why do parents become involved in their children's education? Review of Educational Research, v. 67, n. 1, p. 3–42, 1997.
INSTITUTO BRASILEIRO DE GEOGRAFIA E ESTATÍSTICA (IBGE) [Brazilian Institute of Geography and Statistics]. Censo Demográfico 2023 [2023 Demographic Census]. Rio de Janeiro: IBGE, 2023.
INSTITUTO DE PESQUISA ECONÔMICA APLICADA (IPEA) [Institute for Applied Economic Research]. Custos de Deficiência no Brasil: Um Estudo de Famílias [Costs of Disability in Brazil: A Study of Families]. Brasília: IPEA, 2023.
KAFER, A. Feminist, queer, crip. Oxford University Press, 2013.
MAHLO, D. Disability, indigenous knowledge systems and implications for inclusive education. Disability & Society, v. 32, n. 7, p. 1022–1041, 2017.
MENDES, E. G. Breve histórico da educação especial no Brasil [A brief history of special education in Brazil]. Revista Educação Especial, v. 22, n. 33, p. 93–109, 2010.
MUTHUKRISHNA, N.; ENGELBRECHT, P. Towards a transformative approach to inclusive education in the Global South. South African Journal of Education, v. 38, n. 4, p. 1–8, 2018.
NDLOVU-GATSHENI, S. J. Epistemic freedom in Africa: Deprovincialization and decolonization. Routledge, 2020.
OLIVER, M. The politics of disablement. Macmillan, 1990.
UNITED NATIONS (UN). Convention on the Rights of Persons with Disabilities. New York, 2008. Available at: https://www.un.org/disabilities/documents/convention/convoptprot-e.pdf. Accessed on: Jun. 16, 2026.
UNITED NATIONS (UN). Convention on the Rights of the Child. New York, 1989. Available at: https://www.unicef.org/brazil/convencao-sobre-os-direitos-da-crianca. Accessed on: Jun. 16, 2026.
PINTO, J. M. R. O financiamento da educação no Brasil: Um balanço do investimento em educação [Education financing in Brazil: An assessment of investment in education]. Educação & Sociedade, v. 39, n. 143, p. 407–426, 2018.
PLETSCH, M. D. Educação especial e inclusiva no Brasil: políticas, práticas e perspectivas [Special and inclusive education in Brazil: Policies, practices, and perspectives]. Revista Educação Especial, v. 33, p. e2, 2020.
SAPON-SHEVIN, M. Widening the circle: The power of inclusive classrooms. Beacon Press, 2007.
SEWELL, A.; KENNETT, A.; PUGH, V. Universal Design for Learning as a theory of inclusive practice for use by educational psychologists. Educational Psychology in Practice, v. 38, n. 3, p. 1–15, 2022.
SLEE, R. Inclusive education isn't dead, it just smells funny. Routledge, 2018.
SLEE, R. The irregular school: Exclusion, schooling and inclusive education. Routledge, 2011.
SOUZA, T. T. O papel da família na educação inclusiva [The role of the family in inclusive education]. Master's thesis (Education), Instituto Federal Goiano, Goiânia, 2022.
TALAU, D. M. M. et al. Educação inclusiva e a participação dos pais na aprendizagem dos alunos com deficiência [Inclusive education and parental participation in the learning of students with disabilities]. Revista de Educação e Pesquisa, v. 12, n. 2, p. 115–128, 2021.
WALTON, E. Inclusive education: The leap to decolonisation. South African Journal of Education, v. 38, n. 4, p. 1–9, 2018.
WARREN, M. R.; HONG, S.; RUBIN, C. L. Beyond the bake sale: A community-based relational approach to parent engagement in schools. Teachers College Record, v. 111, n. 12, p. 2209–2254, 2009.
WEISS, H. B.; LOPEZ, M. E.; ROSENBERG, H. Beyond random acts of engagement: How schools can systematically build partnerships with families. Harvard Family Research Project, Cambridge, 2010.
YOUNG, I. M. Justice and the politics of difference. Princeton University Press, 1990.