Inclusão Escolar na Educação Infantil: os desafios enfrentados em uma escola da rede municipal de ensino da zona Sul de Teresina

Abstract

This study aimed to analyze the challenges and possibilities for developing the inclusion process in an Early Childhood Education school in Teresina. Thus, the following research problem arises: how do the challenges faced make it impossible to develop the school inclusion process? To this end, it was necessary to investigate the inclusive pedagogical practices aimed at students in the classroom and in the school environment; identify the main challenges faced to promote inclusion; analyze the teaching practice, methods and strategies adopted in the classroom; verify how specific training on inclusion occurs; and verify the relationship between family and school for the inclusion process. For the study, the following authors were used as the theoretical basis for the work: Mantoan (2015); Souza (2019); Orrú (2017); Santos and Falcão (2020). Therefore, for the methodological path, field research (GIL, 2002) was chosen under a qualitative approach (BODGAN AND BIKLEN, 1982). The instruments and techniques for data collection and production were observations (LAKATOS AND MARCONI, 2010) at the institution and guided interviews (LAKATOS AND MARCONI, 2010) with three (3) teachers working at the CMEI. The results of the study demonstrate that the school's inclusion process occurs according to the reality experienced, with the effort on the part of the teachers and the partnership of the families to build inclusive pedagogical practices for children with special educational needs in the school environment. However, obstacles in the daily school routine impede this inclusive process, such as the lack of specific continuing education for teachers, the lack of specialized professionals to provide support in the classroom, and the absence of Educational Services in the school that serves all students with some type of disability or disorder.