INCLUSIVE EDUCATION AND THE NINTH ART
Contemporary inclusive education, according to data from bodies such as INEP, shows a significant increase in the enrollment of students with special educational needs in the last decade, driven by legal frameworks and public inclusion policies. Educators and guardians of these students, who form at...
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| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Editora Universitária Champagnat - PUCPRESS
2025-06-01
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| Series: | Revista Diálogo Educacional |
| Subjects: | |
| Online Access: | https://periodicos.pucpr.br/dialogoeducacional/article/view/33116 |
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| Summary: | Contemporary inclusive education, according to data from bodies such as INEP, shows a significant increase in the enrollment of students with special educational needs in the last decade, driven by legal frameworks and public inclusion policies. Educators and guardians of these students, who form atypical families, often face challenges in communication and mutual understanding in the inclusive school process. The research, originating from a dissertation, proposes the use of autobiographical comic books (comics) as a mediating system in the school-family relationship. Using the phenomenological method and the works of Merleau-Ponty and Groensteen, a phenomenon-structural reading was carried out; Thus, the research identified the following significant units: diagnosis, mourning, monitoring routine, comparisons, prejudice, being and being-at-school. It is concluded that the school, by building a common sense with the family through comics, can become an integral part of the family experience, through the understanding of the family's lived experience, promoting better conditions for learning and development. |
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| ISSN: | 1518-3483 1981-416X |