Inclusão escolar na educação infantil: percepções acerca da formação e da prática de educadoras em uma escola de Bonito de Santa Fé - PB.

Abstract

This research reflects on how the mediation of the Infant Education teacher occurs when working with inclusion in his / her classroom and about the management's vision regarding the inclusive process in the school. Its main objective is to analyze how the process of school inclusion in Early Childhood Education occurs, through the mediation of the teacher and the students of a municipal school in the city of Bonito de Santa Fe / PB. It is a field research, of a basic nature, with a qualitative approach. In order to reach the results, two semi-structured interviews were carried out, recorded with the consent of the subjects. An interview was conducted with one manager and the other with a teacher from a public school in the city of Bonito de Santa Fe / PB. These interviews were transcribed and analyzed later. According to the data analyzed, it is generally perceived that teacher mediation in the classroom is of great importance for inclusion to take place effectively. Therefore, the teacher's basic knowledge about inclusion is essential for the teaching to take place, but it is also necessary for the Municipal Education Secretariat and the school as institutions to be readily available to provide assistance whenever requested by the school community.