Práticas pedagógicas inclusivas na educação infantil: um estudo de caso no município de Cajazeiras-PB.

Abstract

This paper presents a research on inclusive pedagogical practices in Childhood Education, a case study in the city of Cajazeiras-PB. The general objective is to understand how inclusive pedagogical practices are being carried out in childhood education. Regarding the methodology, it is a case study, descriptive, of a basic nature and of a qualitative approach. The data collection was done through a semi-structured interview with a teacher who has a disabled child in her classroom. The theoretical approach will be divided into three parts. The first will be about childhood education based on LDB (Braziliam main education law) that will address childhood education; Oliveira (2008); Costa (2010) and Angotti (2010). The second part will discuss school inclusion being substantiated by LDB in the perspective of school inclusion; the Federal Constitution (1988); Mantoan (2003 and 2006); Ramos (2010); Lima (2006) and Bento (2015). The third part will deal with inclusive pedagogical practices based on Prieto (2006), Carneiro (2011) and Mantoan (2003). The analysis of the results will be described as the construction of knowledge about inclusive pedagogical practices in childhood education. In the final considerations, it will be described the general conclusions obtained through the research performed. It has been concluded that it is necessary for teachers working with inclusion to participate in continuing courses in this specific area, since there is a certain lack of knowledge on the part of the interviewed teacher regarding the inclusion of students with disabilities that she misses and that would be important for the process of inclusion to happen with quality.