Práticas pedagógicas e socioculturais com crianças com deficiência intelectual na educação infantil
Carregando...
Data
2018-04-12
Autores
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Federal de Goiás
Resumo
Early Childhood Education is seen as the right moment for social inclusion, since it will
begin at an early stage with the educational process, thus having greater possibilities for
development and learning. One of the challenges faced by Early Childhood teachers is to
make the necessary mediations so that students with intellectual disabilities (ID) have
more active participation and progress in their development. This requires an appropriate
pedagogical approach that meets the specific needs of each student. With that in mind,
this research is based on the following problematic: How has it been possible for children
with intellectual disabilities to experience pedagogical and socio-cultural activities in Early
Childhood Education? The hypothesis raised is that often the pedagogical practices used
by teachers are not efficient enough to collaborate so that students with intellectual
disabilities can learn and have an active participation that advances in their development.
The general objective was to analyze the practices of the teachers and the experiences of
the handicapped children in the pedagogical and socio-cultural activities in Early
Childhood Education in the Municipal Centers of Early Childhood Education in a
municipality in the State of Goiás. We take as a theoretical reference the Historical-
Cultural approach, since it sees the Child Target Audience of Special Education with the
same possibilities as children with typical development, developing in a differentiated
way. Four children with a diagnosis of ID, their regular class teachers and a teacher of
Specialized Educational Attendance participated in this study. The methodological tools
used to develop field research were participatory observation, a personal and
professional identification questionnaire and a semi-structured interview with the
participating teachers. The data obtained from the observations indicate that some CMEIs
allow pedagogical, sociocultural and interaction practices among children that favor the
participation and development of students with ID; as well as situations that may create
obstacles for the learning and development of these children. The results indicate that the
teachers recognize the relevance of inclusion in Early Childhood Education, as well as the
importance of the work done in this stage for the development of these children, but point
out several difficulties for this process to happen in the best possible way as: unprepared
teachers in dealing with the children PAEE; little investment in training courses by the
Municipal Department of Education; lack of human resources and materials; an excess of
students in the classroom, generating a work that is often focused on care, being
educated and playing in the background, and little investment and priorities of actions
directed to this sector by the Public Power. We point out that some teachers who
participated in this study should review and better mediate their pedagogical actions so
that they become more meaningful and better serve children with ID. And, in order to
change this scenario, it is necessary to invest in the teacher, expanding his or her
possibilities of acting, theoretical and practical knowledge through training. As well as the
need of the Municipal Education Department to improve the working conditions of these
teachers, providing both human resources and specific adequate materials that better
meet the needs of these students.
Descrição
Palavras-chave
Inclusão, Educação infantil, Deficiente intelectual, Práticas pedagógicas, Inclusion, Child education, Intellectual deficient, Pedagogical practices
Citação
CAMPOS, Cláudia Maria Ferreira. Práticas pedagógicas e socioculturais com crianças com deficiência intelectual na educação infantil. 2018. 219 f. Dissertação (Mestrado em Educação) - Universidade Federal de Goiás, Catalão, 2018.