Tecendo saberes com a arte: neurodiversidade e inclusão escolar na educação infantil

Abstract

This Master's dissertation establishes a dialogue among Art, Neurodiversity, and Inclusive Education, investigating the development of pedagogical practices in Early Childhood Education within a municipal school in Uberlândia, involving students from the 3-year-old group. The research includes a brief description of the author’s personal trajectory, observing how Art and issues related to inclusion influenced the choice of the teaching profession. The work invites reflection on neurodiversity and inclusion, positioning Art as an essential field of knowledge for human learning and expression. In this context, children are understood as authors of their own creations, and Art is perceived as a process of autonomous creation, with the educator playing the fundamental role of instigating, mediating, and engaging in dialogue with the students, thus stimulating the construction of knowledge. Furthermore, the study analyzes the evolution of inclusive education in Brazil, addressing the periods of segregation, integration, and the current phase of inclusion, highlighting both the advancements and the challenges that still permeate the educational environment. Methodologically, the research is grounded in an environment of collective art practices, prioritizing exploration, sensitivity, and learning in a space that welcomes differences, respecting the particularities and distinct possibilities of development within a context of neurodiversity.