A inclusão escolar das crianças com deficiência na educação infantil: uma perspectiva docente

Abstract

This article aims to describe the teachers' perspective on the inclusion of children with disabilities in early childhood education and their relationship with the work of school support professionals. This is an exploratory research, carried out in a Municipal Children's Center in Parnamirim/RN, which currently had a high rate of students with a report or under investigation, enrolled in the institution. As instruments for data collection, interviews were carried out with four teachers and the observation of the Children's Center routine, in which the absence of continuing education was evident, mainly improvement courses on inclusive education. Based on the above, it is concluded that the school inclusion of children with disabilities in early childhood education from the teaching perspective, at the Municipal Center for Early Childhood Education in the city of Parnamirim-RN, is carried out, but it is possible to identify the need for continued training of teachers in face of inclusive education, the essentiality of the classroom assistant or intern to assist in the pedagogical monitoring of the student, contributing to his/her inclusion in the school, inside the classroom and in the different spaces of the educational institution, evidencing, in this way, prioritizing the social interaction of the student. student.