Práticas pedagógicas e socioculturais com crianças com deficiência intelectual na educação infantil

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Universidade Federal de Goiás


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.



Inclusão, Educação infantil, Deficiente intelectual, Práticas pedagógicas, Inclusion, Child education, Intellectual deficient, Pedagogical practices


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.