Práticas pedagógicas na Educação Infantil: do cotidiano aos limites no acompanhamento e inclusão de alunos atípicos

Abstract

This study is associated with the Pedagogy Degree Program at the Federal University of Rio Grande do Norte (UFRN). It is a report on educational practices with the research question: How can we reflect on the adaptation of didactic-pedagogical materials as a methodological strategy for monitoring and including children with Autism Spectrum Disorder in a level IV class at a Municipal Early Childhood Education Center in Natal/RN, and how can these pedagogical practices be improved to promote more effective inclusion?Therefore, the general objective of this work is to analyze pedagogical practices, from daily school routines to their limits, in monitoring and including students with Autism Spectrum Disorder in a Level IV class at the Municipal Early Childhood Education Center (CMEI) Professora Raquel Maria Filgueira, in the public education network of the municipality of Natal, Rio Grande do Norte (RN). Additionally, to complement the results of this study, a semi-structured interview was conducted with the lead teacher of the observed class to identify the challenges and opportunities encountered by educators in the daily classroom setting with atypical students between the years 2023 and 2024. The interest in this topic arose during the non-mandatory internship at the mentioned institution from 2023 to early 2024, with students aged between 5 and 6 years, and through observations and monitoring of their activities, recreation, personal hygiene, and planning. Thus, this work is a report of experience. It was found that the development of new actions and perceptions in our pedagogical practice contributed primarily to enhancing affective relationships in the classroom and also to encouraging and stimulating students' prior knowledge, as well as the new knowledge presented in class.