O papel do professor no processo de inclusão escolar: um olhar sobre as práticas pedagógicas inclusivas na educação infantil

Abstract

This work aims to address, through action research, the theme "The role of the teacher in the process of school inclusion: A look at inclusive pedagogical practices in Early Childhood Education", which has as a general objective to analyze in what terms the teacher effectively contributes to the process of school inclusion since Early Childhood Education (EI), as well as to identify inclusive pedagogical practices developed in EI, highlight the importance of teacher mediation in inclusive practices in the classroom, highlight relevant aspects about the continuing education of teachers for inclusive pedagogical practices and, finally, present the characteristics of a quality Inclusive Education in Early Childhood Education. For this, the research was based on renowned theoretical foundations such as Mantoan (2003) and Miranda and Galvão Filho (2012) and other researchers. Thus, the following research instruments were used: observation records in the classroom, a questionnaire for the teacher, which aimed to ascertain the teacher's performance as a teacher, and also the collection of information on this educator's profession and field notes. Thus, it is understood that the course of inclusive education up to the present day, in parallel to understanding the performance of the teacher as a mediator and facilitator of the teaching-learning process of children with and without special needs and specialized inclusive care, requires much study. It is hoped that the final results of this research will serve as a subsidy to all professionals working in the teaching of Early Childhood Education and other related areas, as it is possible to highlight practical aspects from the collection and analysis of data that help in the understanding of the educational reality on the subject.