Desafios e possibilidades na prática pedagógica: inclusão na educação infantil

Abstract

ABSTRACT The study was based on the specialized search for authors who possess in-depth knowledge on the subject. Retrieving information and presenting content on this subject was essential to foster and expand this research. It is worth mentioning some of the authors consulted for clarification on relevant facts, among many scholars, including (Santos 2002, Nascimento 2009, Mendes 2010, Papim, Araújo, Paião e Silva 2018, Carara 2016, Perrenoud 2003, Freire 1996; 1997, Pimenta 2012, Tardif 2002, Marchesi 2004, Brasil 1998, Góes 2010, Vygotsky 1998, Mantoan 2007, Santiago e Santos 2010, Carvalho 2005, Viana 2002, Aranha 2000, Freitas 2006, Drago 1996, Oliveira e Profeta 2008, Lakatos e Marconi 2012, Cervo e Bervian 1976, Brandão 2001). The objectives were to analyze the possibilities and challenges in the pedagogical practice of teachers for the inclusion of students with disabilities in early childhood education, understand the importance of addressing inclusion in early childhood education, highlight the possibilities that teachers can include in their pedagogical practice to facilitate the inclusion of students with disabilities in early childhood education, and comprehend the challenges that teachers face when working on inclusion in early childhood education. As for the methodology, a qualitative bibliographic research approach was chosen to provide a foundation for the study. It was observed that, despite the frequent discourse on inclusion, there is still much work to be done since inclusion is not occurring as mandated by legislation. Nevertheless, inclusion remains both plausible and advisable. Achieving this requires dedication and involvement from all parties involved.