Mediações pedagógicas e inclusão: caminhos possíveis em uma turma da educação infantil

Abstract

The effective participation of children with disabilities in the teaching-learning process at school is still a challenge. Inclusive education is consolidated on three pillars: access, permanence and appropriation of knowledge. Therefore, it is necessary to think of possible ways for teachers to mediate inclusive pedagogical practices, which consider the individual with disabilities, historical individual, with rights, who learns, takes part and interacts. This work aims to analyze the role of pedagogical mediations for the process of learning, development and inclusion of children with disabilities in class four of the Núcleo de Educação da Infância. Based on the Historical-Cultural Theory as its theoretical foundation, this research is configured as a case study, carried out based on participant observation in a group of children aged 5 to 6 years at the Núcleo de Educação da Infância. For the construction of the data, we used the logbook as the main instrument, in addition to the analysis of school publications and documents. Data analysis was guided by textual discursive analysis, based on Moraes (2003), and on scene analysis, based on Pletsch, Rocha and Oliveira (2020). The reflections were organized into two categories: 1) Pedagogical mediation: attentive looks, intentional learning opportunities and 2) Learning and development of children with disabilities. The intentionality in the teacher's pedagogical mediations, whether to direct the moments of routine, seeing new possibilities in a situation or promoting the protagonism of children with disabilities in activities, were important for their learning and development process. This study made it possible to understand the importance of the school and the organization of teaching for the learning and development process of children with disabilities.