<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0104-4060</journal-id>
<journal-title><![CDATA[Educar em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Rev.]]></abbrev-journal-title>
<issn>0104-4060</issn>
<publisher>
<publisher-name><![CDATA[Setor de Educação da Universidade Federal do Paraná]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-40602025000102507</article-id>
<article-id pub-id-type="doi">10.1590/1984-0411.96110</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A relação família-escola e a Educação Especial: alguns apontamentos]]></article-title>
<article-title xml:lang="en"><![CDATA[The family-school relationship and Special Education: an overview]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Souza]]></surname>
<given-names><![CDATA[Sirleine Brandão de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Minas Gerais (UFMG)  ]]></institution>
<addr-line><![CDATA[Belo Horizonte Minas Gerais]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>41</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40602025000102507&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40602025000102507&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40602025000102507&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O objetivo deste trabalho é apresentar e analisar a produção de conhecimento sobre a relação família-escola e Educação Especial. Para tanto, realizou-se um levantamento no Catálogo de Teses e Dissertações da Capes entre os anos 1980 e 2021. Sabe-se do reconhecimento, na atualidade, da importância da família no processo de ensino e aprendizagem e, mais especificamente, neste caso, no processo de inclusão escolar. Mas como se dá essa relação no processo de escolarização dos estudantes da Educação Especial? Como esse processo é percebido por ambas as instituições? Tem como referência autores que discutem a relação família-escola no campo da Sociologia da educação. Os resultados indicam a concentração das produções em programas de pós-graduação em Educação em nível de mestrado acadêmico nas regiões Sul e Sudeste, com maior concentração de trabalhos que discutem a deficiência em geral no conjunto dos trabalhos que abordam a relação família-escola. Organizados por eixos temáticos, demonstram diferentes objetos de pesquisa e análise tendo como fundamento central a relação família-escola: a discussão centrada propriamente no objeto relação família-escola; as concepções, representações e expectativas de pais e profissionais; abordagem sobre o processo de escolarização; formação docente; focalização nas políticas de inclusão para se pensar a relação família-escola; foco nos diagnósticos; e um estado da arte sobre a temática. Os trabalhos não tensionam os lugares ocupados por diferentes famílias e escolas e suas influências nessa relação.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT 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&#8217;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.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Relação Família-Escola]]></kwd>
<kwd lng="pt"><![CDATA[Educação Especial]]></kwd>
<kwd lng="pt"><![CDATA[Ensino e Aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Processo de Escolarização]]></kwd>
<kwd lng="pt"><![CDATA[Produção de Conhecimento]]></kwd>
<kwd lng="en"><![CDATA[Family-School Relationship]]></kwd>
<kwd lng="en"><![CDATA[Special Education]]></kwd>
<kwd lng="en"><![CDATA[Teaching and Learning]]></kwd>
<kwd lng="en"><![CDATA[Schooling Process]]></kwd>
<kwd lng="en"><![CDATA[Body of Knowledge]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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