Abstract

TOME, Adonis da Silva; MARTINS, Ida Carneiro  and  GIMENEZ, Roberto. Inclusive education and the ninth art: possible mediation in the school-family relationship. Rev. Diálogo Educ. [online]. 2025, vol.25, n.85, pp.824-841.  Epub July 24, 2025. ISSN 1981-416X.  https://doi.org/10.7213/1981-416x.25.085.ao04.

Contemporary inclusive education, according to data from official agencies, shows a significant increase in 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 in the process of inclusion often face challenges in communication and mutual understanding. The research, which originated from a dissertation, proposes the use of autobiographical comic books (comics) as a mediating system in the family-school relationship. Using the phenomenological method and the works of Merleau-Ponty and Groensteen, a phenomenological-structural reading was carried out; thus, one of the significant units identified by the research was named as the diagnosis, a moment portrayed in the three works selected in the research, as shown in this article. It is concluded that the school, by building a common sense with the family through the comics, can become an integral part of the family experience, by understanding the lived experience of the family, promoting better conditions for learning and development.

Keywords : Inclusive education; Comic; family-school relationship; Phenomenology.

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