A inclusão de crianças com síndrome de Down em um Centro Municipal de Educação Infantil de Teresina-PI

Abstract

This work aimed to study the inclusion of children with Down Syndrome in a Municipal Early Childhood Education Center in Teresina - PI. The following research problem arises: how does the process of inclusion of children with Down Syndrome occur in a CMEI in Teresina? The general objective of this work was to investigate the process of inclusion of children with Down Syndrome in a CMEI in Teresina. The specific objectives were defined to analyze the conceptions about inclusion in the care of children with Down Syndrome; identify the challenges and possibilities for the inclusion of children with Down Syndrome and verify the training needs of teachers for the inclusion of children with DS. To compose the theoretical basis of the research, it was necessary to use studies by some authors such as Vygotsky (1997); Dragão (2011); Mantoan (2007); Mittler (2003); Voivodic (2004), Gundersen (2007); Duarte (2022); DSAWM (2020) and Libâneo (1998). Descriptive research with a qualitative approach was chosen. To obtain the necessary data, observations and structured interviews with a child with Down Syndrome, 2 (two) teachers and the management team were used. According to the research, the CMEI was not prepared to receive children with Down Syndrome, does not have sufficient resources and the teachers do not have training that contributes to promoting inclusion. In order for these children to have the best possible performance and enjoy their rights within the school environment, institutions need to be prepared, develop pedagogical proposals to serve children with Down Syndrome and promote the training of professionals who work directly in the child's learning process in the school environment. Keywords: Inclusion. Down syndrome. Early Childhood Education.