THE PARTICIPATION OF A PUPIL WITH DOWN SYNDROME IN PEDAGOGICAL PRACTICES IN CHILD EDUCATION

Abstract

Pre-school is part of a decisive period in the formation of a child. In this context, this research aimed to analyze mediation situations and pedagogical practices that interfered in a positive way with curricular access and social interaction of a child with Down syndrome. A preschool class, her teacher, and a caregiver of the target child participated in this research. The data collection was conducing through systematic observation and recorded with filming and field notes. The results indicated favorable mediations for curricular access in the following situations: proximity between the child and the teacher; sharing of activities with the child; requests for collaboration of the child in routine activities; proposition of group activities; among others. We conclude that the quality of interaction and the concern with this quality were the main factors responsible for promoting the participation of the target child in the activities.