ABSTRACT:
The objective of the study was to analyze the process of inclusive education of children with Congenital Zika Virus Syndrome enrolled in Primeiro Passos Municipal Centers for Early Childhood Education, Nursery and Preschools of Cajazeiras and Pirajá Regional Educational Management of Salvador, Bahia, Brazil. A qualitative and quantitative study with a cross-sectional approach and descriptive analysis was adopted as a type of methodology, carried out between June and August 2019, through a semi-structured oral interview with 32 education professionals. The results expose the physical, pedagogical and political barriers found in school units that distance them from the ideal proposal for the effectiveness of school inclusion. In view of the results obtained, it is concluded that it is necessary to formulate public policies and investments in professional training, reformulation of architectural structures, inclusive pedagogical planning and the acquisition of furniture and adapted materials, in addition to the union between the area of health and education, aspects that contribute for the teaching-learning process and integral development of children with Congenital Zika Virus Syndrome.
KEYWORDS:
Congenital Zika syndrome; Inclusive Education; Educational right