The relation between the parents and the teachers has been seen as a basic foundation
for the good school performance, and development of the pupils. This study presents the
data of a research about the analysis of the relations established between the parents and
the teachers of children with disabilities that are registered in a public school in Belém
of Pará. For such, four parents and five teachers had been interviewed preliminarily;
later different focal groups for parents and teachers had been accomplished. The data
had been analyzed qualitatively, searching to investigate the relation in function of three
specific variables: the content, the quality and the frequency. Such variable can be
understood in relation to the activities that the parents make together with the school,
how they do such activities and in which frequency they do. The analysis of the data
showed that the familiar participation in the school reality is still found sufficiently
distant of what could be considered the ideal, mainly, when it is related to the school
inclusion of children with disabilities, although it is contained in the pedagogical project
of the school that the paper of the school is to stimulate the participation of the
community. The data had also disclosed that the parents rarely go to the school, limiting
themselves only to take and to pick up the pupils and rarely they talk with the teachers
about other subjects, they only talk about some problems that the pupil has presented in
the classroom. Although the results show a widely negative reality, the teachers and the
parents believe that it must have been a continuous participation of the family in the
school, however both do not develop activities to proportionate such approach. In only
one of the cases, a teacher showed to develop activities that bring the family more
closely to the children daily school. Specifically in relation to the parents of students
with disabilities, the situation reveals sufficiently similar to the parents of “normal”
children, however beyond the natural distance, still has barriers of preconception and
discrimination with the children with disabilities, what consequently reflects in the
relation with these families.
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