Formação Continuada: Educação Inclusiva na Educação Infantil

Abstract

This study aimed to reflect on and discuss Inclusive Education in early childhood education, with an emphasis on the ongoing training of teachers who work with diversity, aiming to implement the proposal of education for all. Regarding the right of all to education, it is important to contextualize this discussion from the perspective of educational inclusion and the role of educators in this process as a right guaranteed by the Federal Constitution. Based on this information, the objective of this research was to investigate the challenges of inclusion in regular schools by conducting qualitative research with direct observation, documentary research, and field research. Thus, this study sought to understand the level of knowledge of early childhood

education teachers about inclusive education, as well as to find possible didactic- pedagogical solutions that could assist teachers during their work. The results of the

study revealed that educators who work in regular classes feel constantly challenged to improve their professional skills and to seek training and knowledge to make the inclusive classroom a place free from prejudice and with conditions for everyone to learn. However, according to the data obtained in our research, teachers do not always have access to appropriate training to work in the context of inclusive education. Furthermore, as an integral part of the research, an educational notebook was prepared in e-book format, with suggestions for pedagogical activities, aiming to provide educational assistance in the process of inclusion within the classroom.