CHILDREN WITH ZIKA VIRUS CONGENITAL SYNDROME AND ENTRY IN THE NURSERY SCHOOL: A NEW CHAPTER IN BRAZILIAN EDUCATION

Abstract

The World Health Organization (WHO) declared an international emergency due to increased transmission of the ZIKV virus in 2015. Brazil was the country with the highest number of confirmed cases. Among the consequences of the virus is the Congenital Syndrome of the Zika Virus (SCZ). In education, by the end of this year (2018) the entrance of the children that present the SCZ in the municipal nurseries is expected. The key role of the school in the implementation of early intervention is unquestionable. This work aimed to characterize the routine and school adaptation of 7 children with SCZ and the formation of 20 nursery teachers (6 EEE, 7 teachers and 7 ADEE) in 7 municipal day care centers in Recife (PE) and identify difficulties and possibilities highlighted by these professionals. Observations of the school routine, interviews and questionnaires with the professionals were carried out. Of the children, only one of the seven has no craniofacial disproportion or microcephaly, but cerebral calcifications. Of the professionals, 100% of the EEE and AADEEs had some training regarding the syndrome and its characteristics, while none of the teachers had any training. In relation to routine, children participate in activities such as reception, feeding, play activities, musical, outdoor and bathing, depending on the medical routine. In relation to the difficulties, the lack of knowledge of the SCZ, the lack of accessibility, resources and understanding of the neurodevelopment of these are highlighted; Among the possibilities the interaction with the family, the possibility of adaptation and the pedagogical sensitivity of the professionals were key points in this process of including. The data show that the beginning of the school life of these children in day care centers is an unprecedented issue that demands research and investment in urgent training. In Brazil, there is still a deficit that needs to be urgently taken into account in the political and social spheres, aiming at not only "rhetorical" inclusive education but an "effective" development promoter.