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.