Abstract

SOUZA, Sirleine Brandão de. The family-school relationship and Special Education: an overview. Educ. Rev. [online]. 2025, vol.41, e96110.  Epub Apr 14, 2025. ISSN 1984-0411.  https://doi.org/10.1590/1984-0411.96110.

The objective of this study is to present and analyze the body of knowledge on the family-school relationship and Special Education. To this end, a survey was conducted using the CAPES Theses and Dissertations Catalog, covering the period from 1980 to 2021. It is widely recognized today that the family plays an important role in the teaching and learning process, and more specifically, in this case, in the process of school inclusion. But how does this relationship manifest in the schooling process of Special Education students? How is this process perceived by both institutions? The study draws on authors who discuss the family-school relationship within the field of Sociology of Education. The results indicate a concentration of research in graduate programs in Education, at the academic master’s level, in the South and Southeast regions of Brazil with the majority of works focusing on disability in general within the broader context of studies addressing the family-school relationship. Organized into thematic axes, the findings highlight different research objects and analyses centered on the family-school relationship: discussions directly focused on the family-school relationship itself; conceptions, representations, and expectations of parents and professionals; approaches to the schooling process; teacher training; analyses of inclusion policies for understanding the family-school relationship; a focus on diagnostic processes; and a state-of-the-art overview of the topic. The studies do not critically address the places occupied by different families and schools or their influence on this relationship.

Keywords : Family-School Relationship; Special Education; Teaching and Learning; Schooling Process; Body of Knowledge.

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