A inclusão de crianças com necessidades educacionais especiais na educação infantil

Abstract

The research aimed to identify the conceptions of teachers and educational coordinator of early childhood education on school inclusion. The theoretical and methodological base rests on socio-interactionist theory of Human Development and Learning, from studies of Lev Vygotsky Semionovitch and authors who have addressed this issue. Vygotsky, representative of Socio-interactionism posits that the teacher should be a mediator between the learner and knowledge. The author works with the notion that the relationship between man and the world is not a direct relationship, but essentially mediated. With inclusive education, mediation acquires a character of great importance, since it covers three issues essential to the process of knowledge construction that is the student, the teacher and culture. Thus, the author also believes that social interactions are essential for human development and learning. In contact with other children and experiencing the interactions mediated by the teachers the full development of children with special educational needs may be more likely to happen. To collect data on the subject were conducted semi-structured interviews with two teachers and an educational coordinator and an outline of Project Political analysis of the Early Childhood Center (ERC) belonging to public schools in the municipality of Pacatuba - Ce. The analysis of the collected material allowed the following conclusions indicated that the lack of technical and pedagogical training of teachers to teach children with special educational needs is one of the obstacles that must be faced; regarding work in the classroom, teachers demonstrated insecurity, through ignorance of teaching strategies appropriate for each child according to their specificities, as the Political Pedagogical Project, this only ensures the registration of children included when referring to Art.53. Inc.III the Statute of Children and Adolescents with regard to equal conditions for access and permanence of all the school and specialized educational services to people with special educational needs preferably in the regular school system. As suggestions are highlighted: the need for guidance by the multidisciplinary team, continuing education, improving infrastructure, adequate teaching resources, previous experience with students with special educational needs and the support of family and community. The data allowed then identify aspects necessary to effect the proposed inclusive. It was found at last, that the prevailing conception of inclusion in the institution, despite the technical support team that makes up the Center for Inclusive Education of the Municipal Education Pacatuba, still tends to host, for the implementation of inclusion requires the preparation of the institution in several respects, including the professionals who work there.