INCLUSION OF CHILD WITH CONGENITAL MUSCULAR DYSTROPHY IN PRESCHOOL EDUCATION: CHALLENGES AND ESTRATEGIES

Abstract

This article addresses challenges experienced with a child with a chronic disease in the process of school inclusion. It analyzes data built during the immersion in the daily life of a public school of early childhood education, an institution where a 5-year-old girl with a muscular dystrophy diagnosis and a physical disability is found. Its theoretical-methodological contribution is Vygotsky's cultural-historical psychology and his contributions to the studies of child development and the education of children with disabilities. Data were constructed from participant observation, elaboration of a field diary and semi-structured interviews. The investigation emphasizes the ideas of social development, mediation and experience, as well as the impact of architectural and locomotion barriers on the school community, seeking to highlight effective possibilities for this child's participation in the school environment. In this sense, it reveals the contradictions that constitute the process of inclusion in its development, emphasizing the role of the child and the school community in the search for strategies to overcome everyday challenges.