Percepções de familiares e de professores hospitalares sobre o processo de inclusão escolar de crianças com paralisia cerebral

Abstract

This dissertation is part of the Graduate Program in Culture and Society, within the research line Culture, Education, and Technology. The inclusion of children with cerebral palsy (CP) remains a challenge for both families and schools. CP encompasses a group of movement and posture disorders resulting from a non progressive lesion in the developing brain, leading to lifelong impacts for the individual. The objective of this study was to analyze the perceptions of family members and hospital teachers regarding the school inclusion process of children with CP. This is an interdisciplinary study, considering the impacts of CP on development, education, health, and the social conditions surrounding this population. The relevance of the research lies in its contribution to the broader discussion on inclusive education. Methodologically, this is an exploratory and descriptive study with a qualitative approach, characterized as a case study conducted at the Sarah Neurorehabilitation Center, São Luís/MA unit. Data collection was carried out through semi-structured interviews with 10 family members and 3 hospital teachers, and the material was analyzed using Bardin’s (2016) Content Analysis technique. The results indicate a predominance of women as caregivers, mostly of mixed-race ethnicity and beneficiaries of the Continuous Cash Benefit Program (BPC). The categories that emerged from the family members’ interviews were: experiences of inclusion, the family-school relationship, school conditions, children's rights, and future perspectives for their children. For hospital teachers, the following categories emerged: the role of the hospital teacher, experiences of inclusion, perceptions about families, and public policies. The families highlighted the importance of social relationships within the school environment; the family-school relationship was considered essential for academic monitoring, although families often take the initiative in this regard; there is a perception that the mere recognition of rights does not ensure their implementation; and that the child's level of functionality requires adjustments and adaptations within the school setting. Regarding the teachers’ perspectives, the results point to the need for greater investment in teacher training and more effective public policies. Furthermore, the essential role of hospital teachers was emphasized, particularly in mediating between rehabilitation and education and in guiding families regarding the right to inclusive schooling.