Educação inclusiva na educação infantil: limites e perspectivas no município de Piancó-PB

Abstract

From our experience in the classroom and our investigations in the course of Pedagogy of virtual UFPB, we focus our studies to answer the question: How do teachers of Piancó municipality of Child Education understand and experience inclusive education in their educational practice ? Thus, this study aimed to analyze how students with disabilities are included in school for early childhood education in the municipality of Piancó-PB, on the assumption that if education is for everyone, certainly is possible to have inclusive classrooms in perspective of Special Education. We assumed that inclusive education happens at every step, from the respect for diversity, which is essential to improve attitudes towards social inclusion approach that everyone is entitled to equality of citizenship because the ways in which people with special needs are going through is very difficult, but yearn for overcoming the obstacles that society puts, and one of the challenges to conquer is the disruption of prejudice. This research is based on a qualitative approach with empirical descriptive explanatory type that seeks to describe and understand the limits and perspectives of Early Childhood Education teachers on the inclusion of children with disabilities in kindergarten classroom. According to the collected data, in general, the research concludes that the discourse of the interviewed teachers, their perceptions and reports have expressed their support for the inclusion of children with disabilities in kindergarten so that the right is not denied him to acquire knowledge multiple equally the right to accessibility in the educational environment.