A comunicação alternativa e ampliada no processo de inclusão de um aluno com paralisia cerebral durante a pandemia do COVID-19

• Ano de defesa: 2022
• Autor(a) principal: Oliveira, Lillian Muniz
• Orientador(a): Givigi, Rosana Carla do Nascimento
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Programa de Pós-Graduação: Pós-Graduação em Educação
• Palavras-chave em Português: Educação inclusiva; Aracaju (SE); Pandemia de COVID-19; Pessoas com paralisia cerebral; Lar e escola; Paralisia cerebral; Comunicação alternativa
• Palavras-chave em Inglês: Cerebral palsy; Inclusive education; Alternative communication
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://ri.ufs.br/jspui/handle/riufs/17046

The schooling process of students with cerebral palsy presents several challenges that prevent access to school learning. This work aims to follow the learning process of a student with complex communication needs during the closing of schools in the pandemic by Covid-19. It is based on the assumptions of Vigotski’s socio-historical matrix, on the literature review of Alternative Communication and on authors from Special Education. Methodologically, it is qualitative and collaborative-critical action research and was developed from october 2021 to june 2022. The work was developed with the teachers responsible for the educational process and for the family of a child with cerebral palsy with severe disability. motor. It was carried out in three different contexts: remote meetings with the teachers, in order to understand the dynamics in the classroom, the students that make up the class and the strategies used; with the student and his family at home using Alternative Communication as a strategy for the activities; and with the return to face-to-face classes after isolation at a Special School in Aracaju/SE. As a result, the following stand out: in order to understand and implement the inclusion process, there is a need for an epistemological change on disability; the school must be recognized as a place for learning, socialization and multiple experiences for all students; there is a need to establish a balance between the role of the family and the school in the schooling process; dialogue with society must be expanded so that disability is understood from the social model; collaborative work can be a tool to face exclusion; support services are essential for adapting more accessible resources and activities; alternative communication for students with motor disabilities alternative communication is an essential tool for the student to be included in the regular school. It is concluded that for students with disabilities to be in ordinary schools, their specificities need to be recognized and accessibility needs to be guaranteed, but this will only be possible from public policies and the formation of a solidary society.