Relação entre familiares de estudantes indígenas Guarani-Kaiowá com deficiência e escola: a perspectiva de professores

Abstract

The general objective of the research is to analyze the relationship between the family members of Guarani-Kaiowá indigenous students with disabilities and the school, from the teachers' perspective. The specific objectives are: to understand the context of the territory, the school, and the family of Guarani-Kaiowá indigenous students with disabilities; to identify the perspectives and strategies used by teachers to establish and maintain the relationship with the family members of Guarani-Kaiowá indigenous students with disabilities; to analyze teachers' opinions on how to promote the relationship between the school and the family members of Guarani-Kaiowá indigenous students with disabilities in the schooling process. This is a qualitative, exploratory study. The study was conducted in a municipal school in the regular education network, located 5 km from the urban area and bordering a Guarani-Kaiowá indigenous community, situated in this small municipality in the state of Mato Grosso do Sul. Fifteen teachers who work with indigenous students with disabilities enrolled in the early years of Elementary School participated in the study: classroom teachers, mother tongue and culture teachers, and the teacher responsible for the multifunctional resource room. As data collection procedures, interviews were conducted using a semi-structured script, as well as observations using a field diary. The results were organized into seven thematic axes: forms/means of communication between family and school; topics addressed in the relationship with family members; attitudes and behaviors adopted in this relationship; objectives attributed to approaching families; evaluation of the relationship with family members; ways to strengthen the relationship between family and school; and family members' participation in the teaching and learning process. The research results showed that communication between school and family does not depend only on formal channels, but on strategies that address the community's concrete conditions, involving bonds of closeness, community mediations, and different forms of contact. Furthermore, the data indicated that this relationship goes beyond the strictly school dimension, articulating care, protection, socialization, and monitoring of learning. The findings also showed that family participation cannot be understood only in terms of presence or absence, since it depends on the social, cultural, linguistic, and material conditions experienced by the families. Even so, most of the teachers evaluated the relationship with family members as positive, not because of the absence of difficulties, but because, despite the challenges, the bonds and dialogue continue to be maintained. The results showed that communication between the school and the family members of Guarani-Kaiowá indigenous students with disabilities is built dynamically, marked both by difficulties and by strategies of approximation developed in the daily school routine.