SCHOOLING OF A STUDENT WITH CEREBRAL PALSY: A MOTHER'S PERCEPTION

Abstract

This study investigates the schooling of a student with cerebral palsy during high school, from her mother's perspective, aiming to understand the challenges faced, the strategies adopted, and the achievements attained. The central issue lies in understanding how the mother perceives her daughter’s educational journey, especially regarding the school's inclusive practices. The research is organized as a case study, which justifies a deeper discussion about school inclusion from the family’s point of view in contexts marked by structural and socioeconomic limitations, such as the Marajó region. The study emphasizes the importance of listening to the family as a way to strengthen the dialogue between family and school, in order to promote inclusive and humanized pedagogical practices. The methodology used is qualitative, focusing on the experience report and bibliographic references on the topic. The theoretical framework includes Brazilian legislation that ensures the right to inclusive education, such as the Brazilian Inclusion Law (Law No. 13.146/2015), and the National Curriculum Guidelines for Special Education. Although there are legal advances, difficulties remain, especially in regions like the Marajó Archipelago, where poor infrastructure and lack of teacher training hinder equal access to education.