Desafios da educação inclusiva na educação infantil

Abstract

Inclusive education is one of the main challenges of contemporary education, especially in Early Childhood Education, a fundamental stage for children's holistic development and for building relationships based on respect for diversity. In this context, the general objective of this study is to analyze, based on scientific literature, the challenges faced by Early Childhood Education teachers regarding their training and professional practice aimed at inclusive education. This is a qualitative bibliographic research developed through the analysis of scientific publications, official documents, and legislation published in recent years. The study was grounded on authors who discuss inclusive education, teacher training, and pedagogical practices focused on addressing diversity within the school context. The results revealed that, although Brazil has a broad legal framework aimed at guaranteeing the right to inclusive education, there are still obstacles that hinder its implementation in the daily routine of Early Childhood Education institutions. Among the main challenges identified are gaps in initial teacher training, the insufficiency of continuing education programs, the scarcity of adapted pedagogical resources, the lack of specialized support, and the structural limitations of educational institutions. The findings also showed that school inclusion promotes significant benefits for children's development, especially regarding autonomy, socialization, and learning. It is concluded that the effective implementation of inclusive education in Early Childhood Education depends on the articulation of public policies, high-quality teacher training, adequate working conditions, and institutional commitment to valuing diversity, in order to ensure access, participation, and learning opportunities for all children.