SOCIAL REPRESENTATIONS OF CHILDREN WITH CEREBRAL PALSY REGARDING FAMILY AND SCHOOL

Abstract

 This study presents an excerpt from a dissertation that aims to analyze the Social Representations (SR) of five children with cerebral palsy, aged 7 to 10 years old, treated at the Sarah Belém Hospital, regarding school and family, identifying implications for learning and socio-affective development. The research is field-based and qualitative, using bibliographic research, semi-structured interviews, and drawing. It adopts the processual approach of Moscovici (2009), also drawing on Jodelet (2001), Corsaro (2011), Qvortrup (2010), Sá (2004), and Sassaki (2014). The results reveal a duality in the school: a space of acceptance and socialization, but also of exclusion and barriers, impacting learning. The family emerges as the basis of development, with parents being the pillars of their children's potential. It is concluded that the findings call for a critical review of school practices and the implementation of equitable policies to overcome exclusion and validate the family in holistic development.