INCLUSÃO NA EDUCAÇÃO INFANTIL: O OLHAR DOS PROFESSORES DA REDE MUNICIPAL DE TRINDADE/GO

Abstract

This research investigates the inclusion of students with specific educational needs, in kindergarten in the city of Trindade/GO, based on the teacher's insight. Thus, the central concern was to discern: how does the process of inclusion in early childhood education happens in the city of Trindade/GO, from the teacher's point of view. The general goal of the study was to highlight aspects of the operationalization of inclusion, in early childhood education in that municipality, from the perspective of the teacher and, among the specific goals, to identify whether the educational system encourages teacher participation in continuing education courses. To reach said goals, the theoretical frame of reference was built on studies by Vygotsky (1997; 1999; 2008) and authors from the areas of Inclusion, such as Carvalho (2009; 2014), Mantoan (2003; 2011), Mittler (2003), Sassaki (1997; 2005); Childhood and Early Childhood Education: Aries (1986), Froebel (1989), Kuhlmann Júnior (2000; 2001; 2007), Oliveira (2010); Inclusive Early Childhood Education: Drago (2014), Souza (2019); Teacher Training: Imbernón (2010), Tardif (2002), among others. Other essential sources were consulted, such as: laws, decrees, opinions, resolutions, articles, dissertations and theses. This study is field research of both quantitative and qualitative nature. The sample consisted of 25 teachers who work in early childhood education in the school system previously mentioned. The techniques used for data collection were: semi-structured questionnaire and document analysis. Data treatment was carried out from the perspective of content analysis. The research analysis revealed that the inclusive process stems from: institutions in favour of inclusion, where headteachers, coordinators, collaborators and teachers are open to this issue and aware of the importance of the presence of children with SEN in the regular context of education; the joint action of support professionals (both on pedagogical and school maintenance areas), regents and specialized educational teachers, as well as the support of the multidisciplinary team from the Municipal Department of Education (social assistants, speech therapists, psychologists and educational psychologist) and families; the work carried out by the teachers, which is etched by the feeling of belonging, not only in the welcoming but when planning the activities for the classroom, as to promote interaction aware of what is unique to each child, even without favourable conditions for this intent. It also revealed that the educational system encourages training and that the continuing education of the participating interlocutors-teachers is an advantage when working in the inclusive process, as it provides better conditions to promote schooling for the children. However, continuous training, by itself, does not guarantee the effectiveness of school inclusion in the municipality. According to the analysed data, there are essential elements necessary for inclusion: effective public policies, teaching materials/resources, accessible infrastructure, a qualified support team (temporary contracts), projects that engage the family and others. Finally, the study reveals that much still needs to be done for an inclusive early childhood education to be guaranteed in the city of Trindade/GO.