O corpo da criança com paralisia cerebral: percepção dos professores e estratégias pedagógicas

Abstract

This research aims to analyze the perception of teachers in relation to students with Cerebral Palsy, considering the centrality of the body and the pedagogical strategies used by teachers in order to promote student learning. Several glances about the body permeate society, making the body with disabilities be perceived in different ways and marking de attitudes of professionals and schools. The theoretical framework goes through the main theories about the body, and how the body with deficiency is comprehended in the medical and social models. Cerebral Palsy is then contextualized in order to understand the main characteristics of this student and some issues related to school inclusion. The research consists of a qualitative study of exploratory nature, composed of semi-structured interviews. The participants of the study were nine teachers from the Elementary School of the Municipal Education Network of Caxias do Sul, who teach one or more students with Cerebral Palsy. Data analysis was performed based on the content analysis of Bardin (2011). The results were analyzed and divided into three categories: a) The look over the body; b) Teacher training; c) Teaching practice. The results allow us to identify that several of the interviewed teachers still understand the different body as an abnormal or diseased body. Due to its characteristics, the body of the child with Cerebral Palsy is perceived as fragile and vulnerable, which causes fear and insecurity in teachers. It is also evidenced that the greater the motor impairment of the children, the more difficult it becomes for the teacher to find potentialities in his student. On the other hand, it is noticed that there is an advance towards the inclusion from the moment in which the teachers understand the necessities of its students and start looking for strategies to improve the teaching practice. It is considered that inclusion demand action, time, energy and often effort to break with religious and cultural paradigms to accept the difference, and that leaving the comfort zone is the most relevant of the issues. In addition, it is believed that including it is challenging because it requires that the teacher is constantly planning their practices to provide the student with meaningful learning situations.