Práticas pedagógicas inclusivas na educação infantil: um diálogo com professores da rede municipal de uma cidade do Alto Uruguai gaúcho

Abstract

In recent decades, significant changes have occurred in education, especially in the inclusive processes of students targeted by Special Education, who have the right to access, remain and learn in regular education. Reflecting on this right, we defined the objective of this research, to analyze pedagogical practices in Early Childhood Education in the face of inclusive processes. The research was carried out in three municipal schools in a municipality in Alto Uruguai Gaúcho, with five teachers from Nurseries and Pre-schools who had target children of Special Education enrolled in their classes, and could contribute to the design of pedagogical practices produced in Early Childhood Education and in proposing training acts for teachers. The methodology applied in this research is qualitative, content analysis and case study, based on the theory of the following authors: Yin (2015); Minayo (1998, 2001); Lüdke; André (1996), questionnaires, interviews, diary field, and the normative documents that govern school institutions, such as the Political-Pedagogical Project (PPP) and School Regulations, are also analyzed. The analysis was carried out based on the teachers' conceptions, as well as listing the categories and subcategories, which made it possible to delve deeper into the topic of inclusion of target children in Special Education in regular schools and how pedagogical practices aimed at these children are developed. , in order to promote its development. The work will also present a final product in e-book format, about the discussions held in an integrated training for professionals in the education network who work in the schools researched. As a result, we can observe that the PPP of the schools analyzed cites, mentions and guides so that inclusive processes are implemented. However, interviews with participants showed that Individualized Educational Plans (IEP) and consequently the need for pedagogical adaptations and curricular flexibility are not central to teachers' planning. On the other hand, it was possible to observe that some students with disabilities, global developmental disorders and high abilities and giftedness receive and attend Specialized Educational Assistance (AEE), however, a portion receives only clinical care. In these situations, although not mentioned in the interviews, it is possible to observe that they do not have support from specialized teachers to think about and implement inclusive processes. And given the difficulties highlighted, they indicate the need for continued training, an adequate work environment and professionals who can support the target student of Special Education.