As práticas artísticas para inclusão na educação infantil

Abstract

This research is part of the line of research Practices and Training Processes of Educators for Inclusive Education, of the Postgraduate Program in Inclusive Education at the State University of Ponta Grossa–PR. Its objective is to investigate artistic practices in early childhood education from an inclusive perspective. We list the research problem for possible guiding questions: how artistic practices have, in fact, been pedagogical practices that carry out early childhood education from an inclusive perspective. The general objective of the research is to understand how artistic practices can contribute to the process of school inclusion in early childhood education. Based on the general objective, 5 specific objectives were listed: a) analyze the artistic practices implemented in early childhood education from an inclusive perspective; b)understand the constitution of childhood in Brazil and the child as a subject of rights; c) contextualize the care of people with disabilities from the perspective of inclusive education; d) investigate the artistic practices of teachers who work in early childhood education from an inclusive perspective; e) develop an educational resource with artistic practices, from an inclusive perspective, as a suggestion for teacher training. Seeking to understand to what extent these actions are articulated with the theoretical framework used, which is characterized by authors who treat the topic sensitively, such as Holm (2005), Kramer (2003), Vygotsky (1998), Wallon (1975) among others. As a methodological procedure, field research was carried out through participant observation to analyze pedagogical practices and the use of methodology and artistic practices, from an inclusive perspective, through semi-structured interviews, in municipal schools in Duque de Caxias in the state of Rio de Janeiro and subsequently content analysis, which made it possible to expand the study and illustrate the issues discussed here.