FAMILY PARTICIPATION IN THE SOCIAL INCLUSION PROCESS: A SYSTEMATIC LITERATURE REVIEW

Abstract

The phenomenon of social inclusion has been debated in scientific circles in the most diverse fields of knowledge, legal support and currents of thought guide foundations that aim to explain weaknesses, gains and, above all, the need to change access. In this context, the education and family dichotomy form a focus of analysis in many studies. The objective was to analytically reflect on how the family's participation in the social inclusion process occurs. The State of the Art was used as a method in a bibliographical research, with a descriptive and qualitative approach. The results are presented with productions related to the thematic axes and were categorized into psychopedagogy, social inclusion, inclusive education, teacher education and phenomenology, specific characteristics mostly in bibliographic research. It is concluded that the relationship of the family and school dichotomy tends to provide better results when acting together, since social inclusion is not included in a timely manner, it is a complex issue involving multiple factors in a society, whether political , social or cultural