Inclusão na educação infantil e nos anos iniciais do ensino fundamental

Abstract

The present study has as its theme Inclusion in Early Childhood Education and in the Initial Years of Elementary School, in order to reveal what research reveals about the difficulties faced by children with disabilities in the transition from Early Childhood Education to Elementary School. The general objective is to analyze the dialogues about the difficulties faced by children with disabilities and the global developmental disorders in Early Childhood Education in the early years of Elementary School. In order to carry out this work, a qualitative bibliographic research was carried out, with the choice of descriptors to constitute a reading of the theoretical reference that speaks to the theme. After defining the descriptors “Inclusion”, “Child Education” and “Initial Years”, data collection began, in which a search was carried out on the Brazilian Digital Library of Theses and Dissertations (BDTD). Based on the defined descriptors, through several articles, theses and dissertations that were pointed out in the search, and that were published during the period between 2015 and 2019. This material was chosen as follows: by reading the abstract, the keywords and conclusion. And, from the study and the importance of discussions in agreement with the researched theme, 4 (four) works were established that constitute the recent investigation, systematized from the Discursive Textual Analysis-ATD, having as support the reasoned reading of the chosen texts. From this study, it can be seen that schools, through their teachers, face numerous difficulties to meet the demands that permeate children with disabilities, global development disorders, and those who, due to illness, are away for long periods. of school spaces.