Inclusão de crianças com deficiência na educação infantil: práticas pedagógicas e possibilidades do ensino colaborativo

Abstract

The school inclusion of children with disabilities has been one of the main points of discussion in the school environment, aiming to reflect on the demands and needs presented by students to ensure the right, access and permanence in a quality school. It is in this context that we seek to understand the importance of children with disabilities having a significant experience at school and how teachers and support professionals can contribute to a pedagogical practice that meets the specificities of children, in a collaborative work that involves everyone without distinction. In this sense, the following problem was raised: how do the teachers of the Specialized Educational Service, those of the common class and support professionals articulate their pedagogical practices for the learning of children with disabilities in Early Childhood Education? Having this fact as a question, the objective is to understand the organization and articulation of the pedagogical practice of the SEA (Specialized Educational Service) and the common class for the learning of children with disabilities and the possibilities of collaborative work in Early Childhood Education. The discussions were based on the historical-cultural theory of Vygotsky with emphasis on the concepts of Defectology for the understanding of the development of children with disabilities. The institutions surveyed were three (3) schools that serve Early Childhood Education in the city of Uberlândia/MG, two of the municipal network and one of the Federal Education Network. The research had 12 participants, six (6) teachers of the common room, two (2) teachers of the SEA and four (4) support professionals. Data were collected through audio recordings in individual semi-structured interviews and in the moments of the reflective sessions, being six (6) reflective sessions with themes that involved school inclusion and its challenges, inclusive pedagogical practice and collaborative work in early childhood education. The considerations were grouped into axes of meaning: inclusion in the school space: belonging, potential and human diversity; pedagogical practice: flexibility, diversified activities and planning; collaborative work among professionals in the school space; the importance of initial and continuing professional training; inclusive public policies for early childhood education. The results showed the need to think of a collaborative work that dialogues about the practices established between the teachers of the common class and the SEA in a way that contemplates teaching strategies that have meaning, in addition to using methods and practices with new resources covering the skills of children with disabilities in early childhood education. Another aspect they pointed out was the need for AEE to be offered in the common class, covering the routine and school spaces experienced by the child and the teachers demand trained support professionals. Furthermore, support professionals indicated the need to plan together and that the offer of training courses goes beyond care, hygiene and nutrition as these courses cannot meet the demands of the activities they carry out in the room, which are often of a pedagogical nature, not restricted to what is established in the Brazilian Inclusion Law (LBI). Therefore, it is necessary to guarante training, training spaces, support services for the common room, public policies that meet the needs of children with disabilities in schools in a broad way, that is, for all professionals Who work with this public. The pedagogical practice in the school context is challenging and requires changes in several aspects in order to overcome the barriers both for the development of the child and for a school inclusion in this environment.