Déficit cognitivo na educação infantil: (RE)significando a escola

Abstract

This paper presents a personal experience and focuses on the knowledge of the debate on the inclusion of persons with special needs in regular education. In it, analyzes the intellectual deficit and investigate whether some practices that can be collaborators in teaching activities with children who have intellectual deficit in early childhood education. The reflections here presented, have no intention of ending a discussion, but, above all, open up opportunities to see the difference, ways to overcome the reductionism, which do not involve an inclusive educational practice.