Family members’ perceptions of the learning of special education students in elementary school

Abstract

The aim of this article is to highlight family members’ perceptions of their children’s learning, as Special Education students, in the final years of Elementary School in state schools in the city of Belo Horizonte.
Methodologically, this is a case study anchored in field research, based on semi-structured interviews with three family members of Special Education students in the state school system of the municipality in question. After being transcribed, the interviews were categorized and analyzed, using the following analytical categories: family and student profiles, school and learning trajectory, services offered and services used by the students in schools, family-school relationships, family expectations about their child’s learning, family members’ knowledge of rights and legislation, and family member’s suggestions. The results show that the family members interviewed do not feel that they have been included in the educational system’s pedagogical practices. It is considered essential that schools maintain partnerships with families and promote not only access, but also permanence, learning and student participation, breaking down educational and social inequalities and the pathologization of differences.