<?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>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2025000200824</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.25.085.ao04</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Inclusive education and the ninth art: possible mediation in the school-family relationship]]></article-title>
<article-title xml:lang="es"><![CDATA[Educación inclusiva y el noveno arte: posible mediación en la relación escuela-familia]]></article-title>
<article-title xml:lang="pt"><![CDATA[Educação inclusiva e nona arte: possível mediação na relação escola-família]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tomé]]></surname>
<given-names><![CDATA[Adonis da Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martins]]></surname>
<given-names><![CDATA[Ida Carneiro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gimenez]]></surname>
<given-names><![CDATA[Roberto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Cidade de São Paulo (Unicid) Programa de Pós-Graduação em Educação ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Cidade de São Paulo (Unicid) Programa de Pós-Graduação em Educação ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Cidade de São Paulo (Unicid) Programa de Pós-Graduação em Educação ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2025</year>
</pub-date>
<volume>25</volume>
<numero>85</numero>
<fpage>824</fpage>
<lpage>841</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2025000200824&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2025000200824&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2025000200824&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract 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.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La educación inclusiva contemporánea, según datos de organismos oficiales, muestra un aumento significativo en la matrícula de estudiantes con necesidades educativas especiales en la última década, impulsado por los marcos legales y las políticas públicas de inclusión. Los educadores y tutores de estos estudiantes en el proceso de inclusión a menudo enfrentan desafíos en la comunicación y el entendimiento mutuo. La investigación, derivada de una disertación, propone el uso de cómics autobiográficos (cómics) como sistema mediador en la relación escuela-familia. Utilizando el método fenomenológico y los trabajos de Merleau-Ponty y Groensteen, se realizó una lectura fenómeno-estructural; así, una de las unidades significativas identificadas por la investigación fue denominada diagnóstico, momento retratado en los tres trabajos seleccionados en la investigación, mostrado en este artículo. Se concluye que la escuela, al construir un sentido común con la familia a través de la historieta, puede convertirse en parte integral de la experiencia familiar, a través de la comprensión de la experiencia vivida por la familia, promoviendo mejores condiciones para el aprendizaje y el desarrollo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A educação inclusiva contemporânea, segundo dados de órgãos oficiais, mostra um aumento significativo nas matrículas de alunos com necessidades educacionais especiais na última década, impulsionado por marcos legais e políticas públicas de inclusão. Educadores e responsáveis desses alunos em processo de inclusão, muitas vezes enfrentam desafios de comunicação e compreensão mútua. A pesquisa, oriunda de dissertação, propõe o uso de histórias em quadrinhos (HQs) autobiográficas como sistema mediador na relação escola-família. Utilizando o método fenomenológico e as obras de Merleau-Ponty e Groensteen, realizou-se uma leitura fenômeno-estrutural; assim, uma das unidades significativas identificada pela pesquisa foi nomeada como o diagnóstico, momento retratado nas três obras selecionadas na pesquisa, que será apresentada neste artigo. Conclui-se que a escola, ao construir um sentido comum com a família por meio das HQs, pode se tornar parte integrante da experiência familiar, pela apreensão da experiência vivida dessa, promovendo melhores condições de aprendizagem e desenvolvimento.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Inclusive education]]></kwd>
<kwd lng="en"><![CDATA[Comic]]></kwd>
<kwd lng="en"><![CDATA[family-school relationship]]></kwd>
<kwd lng="en"><![CDATA[Phenomenology]]></kwd>
<kwd lng="es"><![CDATA[Educación inclusiva]]></kwd>
<kwd lng="es"><![CDATA[Historietas]]></kwd>
<kwd lng="es"><![CDATA[Relación escuela-familia]]></kwd>
<kwd lng="es"><![CDATA[Fenomenología]]></kwd>
<kwd lng="pt"><![CDATA[Educação inclusiva]]></kwd>
<kwd lng="pt"><![CDATA[História em quadrinhos]]></kwd>
<kwd lng="pt"><![CDATA[Relação escola-família]]></kwd>
<kwd lng="pt"><![CDATA[Fenomenologia]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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