“Ame sem preconceitos”: Reflexões sobre o trabalho docente e a atrofia muscular espinhal numa sala de aula do ensino fundamental

Abstract

This study is a Course Completion Paper in Full Degree Pedagogy, developed at CCHSA / UFPB. Through this bibliographic research, focused from the perspective of the teaching work and constituting a strictly pedagogical study, the objective was to present and analyze the repercussions of the disease AME (Spinal Muscular Atrophy) in an elementary school classroom, facing of the active target audience and the difficulties presented in the teaching and learning process. For this, a qualitative approach was used, in the action research modality, with the researcher as agent of the process, which also configured in a report of the experiences lived with a child diagnosed with Spinal Muscular Atrophy, whose disease has a genetic ancestry and has as its The main quality is secondary muscular atrophy until the degeneration of motor neurons that are in the anterior horn of the spinal cord. In the course of the analysis, I seek to highlight my experiences with this student, as well as highlighting how the process of school inclusion has been built, with no intention of disseminating the speeches between viable and unfeasible situations, activities and methodologies, but, above all, make some questions, reflections and concerns about the school inclusion of the subject with EBF today. I close the text with my concluding remarks, which should not be understood as ready and finished, but as partially conclusive or conclusive for the moment, since the discussions on the subject in question should not be exhausted, as there must still be many changes. of behavior and, in particular, the breaking of historical, financial, physical and attitudinal barriers on inclusive school processes in contemporary times.