A educação infantil na perspectiva inclusiva: o cotidiano de uma sala de aula comum

Abstract

Understanding Early Childhood Education as the first stage of Basic Education, considering the child as a historical and rights subject, in their relationships and interactions, it is considered important to discuss aspects that relate to this level of education, aiming at a quality education, which take equity into consideration. Thus, it is essential to adopt an inclusive perspective vis-à-vis the educational process, guaranteeing the right of access and permanence in the school provided for in public policies. In view of this, it was intended, with this research, to analyze the organization of the daily life of a classroom of 1st period of Early Childhood Education, of the College of Application in the city of Uberlândia, from the presence of a public child targeted by Special Education. The work was structured in a qualitative approach, using as a data construction tool the observation of the school daily life, done in a first period class, with children of three and four year age, as well as interviews with the teachers who participated in the inclusion process in the respective class. The methodological trajectory oriented the look at the organization of the data in axes of analysis, having the theoretical reference the historical-cultural perspective. In the first one, School Inclusion under the eyes of teachers, it was proposed to give teachers a voice about their conceptions, as well as their perceptions regarding inclusion in this institution. In the second axis, Relations in the daily life of Infant Education, we sought to analyze how the relations between children with and without disabilities were given, as well as the role of the teacher in relation to these relationships. In the third, The organization of pedagogical work in the process of school inclusion, sought to understand how to give planning, organization of times, spaces and resources. In the last axis, the role of the Specialized Educational Assistance and other support professionals in the process of inclusion in the common classroom, the role of the support network (Specialized Educational Assistance - ESA, monitors and caregivers) was discussed, in order to guarantee the same teaching and learning opportunities for all children. It was found that the teachers have seen the inclusion of children targeted by Special Education as a challenge, but they are placed in a position of formation in front of it, open to learning. This experience has led them to have a more sensitive view of all children, understanding their needs and possibilities. Like teachers, children at this level of education, who have very small contact with diversity, tend to develop attitudes of respect and sensitivity towards each other. In order for everyday life to be inclusive, teachers seek to organize times, spaces and resources in order to guarantee the right not only of access but of permanence of all children in school. However, they draw attention to the lack of resources, mainly human, in order to contribute to the work of teachers, favoring the dialogue between ESA and the common classroom. It is believed that, in order for the inclusion process to take place, schools need to organize their daily lives and sensitize the school community to the theme, seeking to build a more democratic and equitable society.