Relatos de professores da educação infantil sobre suas práticas com alunos com deficiência

Abstract

The Early Childhood Education, Basic Education first step is to be essential in a child's life 0-5 years old. The Law of Directives and Bases of National Education - LDBEN 9.394 / 96 recommends that this stage of education should be afforded activities that promote the integral development of children in their respective aspects: physical, psychological, intellectual and social, complemented by action and Family the community. Moreover, this is a step that proved quite favorable to the inclusion of students with disabilities in ordinary classrooms. Thus, the teacher assumes a role of great importance, since their practice can contribute to the effectiveness of the inclusion of these children in the education sector process. However, as it is still in its infancy the number of jobs focused productions in the inclusion of disabled students in kindergarten, some questions guided this study: What is the vision of early childhood education teachers across the inclusion of students with disabilities included in their classes? How to give their teaching on the inclusive context? To what extent these practices can be considered inclusive? From them the objectives of the study were defined, and the general: Know what they think the public school teachers of early childhood education on the inclusion of students with disabilities in regular education context and the specific: Identify, through reports teachers, how they are giving their teaching practices with students with disabilities in inclusive context. The study included 8 Education teachers belonging to the municipal public schools in a mid-sized city of the state of. The instrument used for data collection was a semi-structured interview guide containing 15 questions. Data analysis has been done by grouping issues, because of its proximity, in themes that resulted in 9 themes and sub-themes 2. The results showed that the pedagogical practices of teachers are crucial to ensure the full development of children in kindergarten and the consolidation of school inclusion in this stage of education.