Banca de DEFESA: NÁGIB JOSÉ MENDES DOS SANTOS

TTHE SUBJECTIVE DIMENSION OF THE SCHOOL EDUCATIONAL PROCESS OF CHILDREN WITH CONGENITAL ZIKA VIRUS SYNDROME (SCZV) AND STORCH: MEANINGS OF FAMILY MEMBERS ASSOCIATED WITH AN NGO ABOUT THE SOCIAL FUNCTION OF THE SCHOOL

Socio-Historical Psychology. Subjective Dimension of Reality. Congenital Zika Virus Syndrome. Women/Caregivers. Inclusive Education

The Brazilian Northeast was marked, in 2015 and 2016, by the birth of a large number of children with the characteristic of microcephaly. This observation was the subject of interest among doctors and researchers from Brazil and around the world who, after a series of investigations, came to the conclusion that the person responsible for the increasing number of cases of microcephaly in newborns was the Zika virus, with the main vector the Aedes Aegypt mosquito. Furthermore, it was also found that microcephaly was not the only characteristic that these children presented. There were also other comorbidities, such as: intellectual disability, low vision, physical disability, hearing impairment, among others. This set of characteristics associated with the individual who was infected by the Zika Virus – while still in utero – was called Congenital Zika Virus Syndrome (CSZV). The women infected by the mosquito during pregnancy, and who, therefore, had children diagnosed with SCZv, are mostly still very young, black and poor; and today, almost a decade after the Zika Virus epidemic, most of these women have their children enrolled in regular schools. That said, the question that guides this research is: what are the meanings produced by women caring for children affected by SCZV – associated with a non-governmental organization focused on the families of children affected by the aforementioned syndrome – about the process of school inclusion for their children? Thus, this thesis has the general objective of explaining and analyzing the subjective dimension of the inclusive educational process, based on the meanings of women associated with an NGO aimed at families of children with SCZv. Specifically, the research has the following objectives: describe and explain the socio-historical determinations that constitute the concrete reality of four women who are caregivers of children with SCZv associated with an NGO; understand and analyze the meanings constructed by these caregivers regarding the role of the NGO in which they are associated, in the process of their children's school inclusion; and understand and analyze their meanings about the inclusive educational process of their children. In this sense, we used the Cores of Meaning as a procedure for analyzing the data produced and took Historical and Dialectical Materialism as a theoretical-methodological basis. The data were produced through a semi-structured interview carried out with four women (three mothers and a grandmother of children affected by SCZV) who have their children enrolled in public schools in the city of Maceió-Al; and who are associated with an NGO aimed at families of children with SCZV. Taking as a basis the analysis of the meanings of female caregivers regarding the inclusive educational process of their children, this thesis defends the relevance of the school assuming a stance directed towards the ethics of care for children affected by SCZV, having as its principle Affective Accessibility ; overlapping, in this way, the social function of the school which, historically and traditionally, has consisted of systematically transmitting the curricular content, having as the subject of the teaching-learning process, the student considered productive for the job market, vilifying the child who presents serious deficiencies in their comprehensive training.