LIRA, R. G.; http://lattes.cnpq.br/9896663357633950; LIRA, Rosilane Gomes de.
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.