EDUCACIÓN INCLUSIVA Y LA IMPORTANCIA DE LA COLABORACIÓN ENTRE LA ESCUELA Y LA FAMILIA EN EL PROCESO DE ENSEÑANZA-APRENDIZAJE

Abstract

This article analyzes the gaps that compromise the full exercise of citizenship, starting from the premise that the legal provision of a right does not, in itself, guarantee its practical applicability. In a society structured on contemporary values, education assumes the crucial role of raising awareness and empowering new generations to claim their constitutional guarantees. This need, however, clashes with the reality of spaces that neglect accessibility, making it imperative to strengthen public policies aimed at full inclusion. In this scenario, the research investigates the national guidelines for social and school inclusion, proposing a theoretical debate about the responsibilities of the educational institution, the teaching staff, and, fundamentally, the active participation of the family. It argues that cooperation and the bond between the school and the family unit are essential to enhance the teaching-learning process and the socio-emotional development of students with disabilities. The work aims to understand the mechanisms for implementing inclusion and the transformations necessary for the acceptance of differences in the contemporary context. In short, the inclusion of students in the regular education system is a complex process. This scenario requires the articulation of an interdisciplinary support network, an essential condition for enabling cognitive progress and consolidating harmonious coexistence, indispensable for building a citizenship based on social justice.