As práticas educativas inclusivas na educação infantil: uma revisão de literatura

Abstract

Objective: Conduct a literature review on inclusive educational practices in early childhood education. Specifically, it seeks to present what the inclusive educational policy advocates, investigating the strategies used by teachers to deal with inclusion and differences in the classroom and identifying the challenges experienced by teachers in planning together with inclusive educational practices. . Method: A literature review was carried out in the electronic databases: Google Scholar and SciELO with articles published in Portuguese in the period 2017 - 2023. Results: 30 relevant articles were found, of which, after reading the content, 15 articles were chosen for data extraction. The results were presented in three categories: 1) inclusive educational policies, 2) inclusive strategies used in early childhood education, 3) challenges experienced by teachers in planning inclusive educational practices. Conclusions: Inclusive educational policies emphasize the need to combine efforts to accommodate differences, but this process poses a great challenge for the educational system, which needs to guarantee conditions of access, permanence and learning for all children. The lack of preparation of teachers is evident, in addition to the lack of resources and infrastructure. It points out the importance of teaching practices that need to have inclusive strategies to meet the diversity and different learning styles of children. Such as: new/methodologies, target skill in the classroom, previous practices, socialization, recreational activities, continuing education for teachers, among others.