OS CAMINHOS PARA INCLUSÃO ESCOLAR NA EDUCAÇÃO INFANTIL: DESENVOLVIMENTO E AVANÇOS NO CENTRO-OESTE DO BRASIL

Abstract

The present study was developed within the Graduate Program in Education at Mais University Center – UNIMAIS, focusing on the research line "Education, Culture, and Pedagogical Processes." The objective of this work is to investigate the process of school inclusion in early childhood education, with a specific focus on Goiás, in the Central-West region of Brazil. School inclusion in early childhood education has significantly advanced in this region, in light of public policies and educational actions. Schools have sought to create welcoming and inclusive environments, promoting the participation of all children, regardless of their abilities, special needs, or cultural diversity. This movement values diversity and recognizes the importance of respecting differences for building a fairer and more equitable society from childhood onward. Through the adaptation of teaching methodologies and pedagogical resources, school inclusion in early childhood education is strengthened, allowing children to develop and learn together, contributing to the construction of a more inclusive and equitable future. This study adopted a qualitative approach based on theoretical research grounded in authors such as Leite (2010), Oliveira (2017), Silva (2021), Souza (2018), Vieira (2020), and others. Among the results, we highlight the importance of inclusive legislation, such as the Brazilian Law on the Inclusion of Persons with Disabilities (Law No. 13.146/2015) and the National Policy on Special Education from the Perspective of Inclusive Education (MEC, 2008), which ensure the rights of children with disabilities in regular schools. Furthermore, we emphasize the need for ongoing teacher training to address diversity and meet the educational needs of children with disabilities, as well as the importance of adapting resources and creating inclusive environments. Collaboration with specialized institutions and active participation from families also prove essential in ensuring school inclusion.