Inclusão sob a ótica docente na modalidade da educação infantil

Abstract

This work addresses inclusion in early childhood education from the point of view of teachers. Inclusion is a set of actions aimed at guaranteeing rights in society, and within the school it is a continuous need for the best development and learning of students. The aim of this study was to understand the concept of Early Childhood Education teachers about the inclusion of students with special educational needs. The main authors used in this research were DUTRA et.al. (2008), LOPES; MARQUEZINE (2011), MACHADO (2015), NASCIMENTO (2014), ROCHA (2017), SOUZA (2015), in addition to the LDB, BNCC and ECA documents. The approached work is characterized as a qualitative field research, carried out in a municipal school of early childhood and elementary education, from the application of a questionnaire to a quantity of four teachers. The results indicate that the school does not have materials to work with students who have special educational needs. There is a lack of training and education for teachers to work in inclusive education, thus compromising the learning process of included students.