This study investigated the effects of medical discourse in the teaching-learning process, particularly as it has been appropriated by educators in schools and its effects on these educators' pedagogical practices. The study in question is a qualitative study undertaken during the 2008 school year. Seventeen teachers participated in this study of children diagnosed with cerebral palsy, aged between 6 and 12 years old. The children were observed by the rehabilitation team of the Sarah Hospitals Network in Belém. Using the same guidelines, audio recorded interviews were conducted at the beginning and at the end of the school year. Over the year, there were school visits by Sarah staff, at two month intervals, approximately, in order to talk to the teachers regarding the children's diagnoses, their potentials and limitations, and possible adaptations that could facilitate their inclusion and learning processes. Analysis of the initial data has shown the theoretical inconsistency of educators concerning concepts of inclusion and cerebral palsy. In addition, the analysis pointed out that teachers lacked knowledge about the children's diagnoses; they seemed to prepare pedagogical practices according to medical discourse based on common sense. Changes in perceptions, concepts, practices and pedagogical discourse of the educators were observed at the end of the study. Renewed pedagogical strategies were observed that considered the child's diagnosis, as well as individual and group learning situations, besides the limitations and potential of each child. The study demonstrated that the process of discursive subjectification can come about as a result of exchanges between fields of knowledge, in this case, Health and Education, in order to redraft discourse as well as renewed elaboration of pedagogical practices in the teaching-learning process of children with cerebral palsy.
Special Education; Discourse; Teaching and learning; Cerebral Palsy
