O princípio da inclusão na educação infantil: uma análise das políticas educacionais

Abstract

This final paper is about inclusion policies in Early Childhood Education. The general objective is to analyze the operationalization of these policies in the cities of Coronel Freitas/SC and Xaxim/SC, and is divided into the following specific objectives: a) to understand the historical path of inclusion as an educational principle in educational policies; b) to identify the emphasis on inclusion in the set of policies that guide Early Childhood Education; and; c) to analyze the focuses assumed by inclusion in Early Childhood Education in the cities analyzed. The methodological path followed a qualitative approach, with the first stage being a documentary analysis, focused on Brazilian educational policies that guide inclusion in Early Childhood Education. In addition to the documentary research, a bibliographical research was carried out to complement the analyses. The third stage consisted of field research in Early Childhood Education institutions in Xaxim and Coronel Freitas. Data collection was carried out through focus groups (conversation circles), which revealed challenges related to inclusion policies. The results show: lack of knowledge about inclusion policies; the lack of ongoing teacher training in the municipalities investigated; the lack of coordination between teachers and second teachers in the preparation of plans; and the challenges faced in inclusive education. The conclusions indicate that efforts and investments are still needed to ensure the conditions for schools to welcome and educate everyone, promoting quality education, with appropriate curricula and pedagogical practices that respect diversity.