Educação inclusiva no contexto infantil: práticas pedagógicas como ferramenta de inclusão

Abstract

This article highlights the importance of teaching practices as fundamental tools to achieve effective inclusion. Its general objective is to understand the importance of pedagogical practices in inclusive education in the early childhood context, where it will seek to answer the following problem through bibliographical research: How important are pedagogical practices as a tool in the context of inclusion in early childhood education? Firstly, an understanding of the concept of inclusion in early childhood education is discussed, emphasizing that inclusion is more than the simple presence of children with disabilities in the classroom. It involves adapting the environment, materials and methods to meet each child's individual needs and recognizing their diversity. We will talk about how the training necessary for teachers to be working towards inclusive education, as this, as the main mediator and transformer of the student's educational life, must always be seeking to train themselves, because nowadays new techniques within inclusive education emerge and need to be taken into classrooms. Teachers who are sensitive and prepared for children's individual needs play an important role in creating a welcoming and inclusive environment. At this point we arrive at pedagogical practices that should be an inclusion tool, students with disabilities should feel part of the activities and thus have their teaching and learning well structured so that when they move on to later years, they have greater ease in acquiring knowledge. The results were analyzes about inclusion in early childhood education and the importance of training teachers to work by bringing pedagogical practices in the context of inclusive education.