Práticas pedagógicas na educação infantil : possibilidades e desafios frente à inclusão escolar

Abstract

The discussion is about the access of Target audience students of Special Education and mainly about their presence in the regular school becomes appropriate. So, in the perspective of scholar inclusion is necessary that the teacher has pedagogical practices to assist and guarantee these conditions. The permanence of these students must be considered from the first years of basic education, even in kindergarten. These early school years are crucial in the human formation of individuals, it´s essential that the teacher, through their teaching and their inclusive pedagogical practices, can include all students, giving them proper conditions for their learning. The pedagogical practices when well-planned and properly applied can produce effective results. Thus, the qualitative approach of research, delineated by descriptive research was conducted in the city of São Carlos, São Paulo, and the participants were three teachers from the public schools. The aim of this study was to investigate the pedagogical practices of Childhood Education teachers who have in their regular classroom, Target audience students of Special Education and as a central question: “How does the pedagogical practice of Childhood Education teachers who have in their regular classroom, Target Audience students of Special Education " Order to answer the question and the goal it used two data collection instrument: field journals and semi structured interviews, and the results of the collected data were analyzed by content analysis, it´s the main category pedagogical practices, organizing the data analyzed by other categories, systematizing them as follows: academic and vocational training, scholar inclusion, planning pedagogical practices, opportunities and challenges, these divided into subcategories. So, following the analysis of these data was achieved as results that despite efforts of teachers to include students Target Audience of Special Education and offer necessary conditions for their learning, there are still some elements that make it impossible the inclusion be, in fact , successfully carried out like the absence of specific training in special education, the absence of cooperation of directors and municipal agencies, as well as the presence of a specialist teacher of special education, the backing of those responsible by the student Target Audience of Special Education and the need to prior planning for activities in the school environment and favoring the interactions of teacher and other Target Audience students of Special Education.