Challenges and surprises of the inclusion of a blind child in a classroom

Abstract

This essay portrays the experience of a teacher who has served in school management for twelve years returns to the classroom of a literacy class with a blind student. The main objective of the proposal is to promote reflection on the challenges and potentialities re-sulting from the school inclusion of a blind child and contribute to the integral develop-ment of the students. In order to reach the objectives, we used a bibliographic study, a series of conversations with the children, establishing partnerships and re-signification of the work for a wide and pleasant learning. The theoretical contribution used goes through legislation and references such as Freire (1989, 1996), Fischer, (1987), Santaella. (2012) and Galvão (1995). As a result, the link between all those involved and the experiences provid-ed as responsible for potentializing possibilities for new achievements and overcomings is highlighted. A bilateral learning scenario in which all were favored.