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Práticas pedagógicas na educação infantil inclusiva na verbalização dos educadores em um centro municipal de educação infantil da cidade de Santarém (Pará)
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| Dissertação de mestrado_40664 | 1.3 MB | Adobe PDF |
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Abstract(s)
A inclusão na Educação Infantil é um processo essencial para construir uma sociedade mais justa, equitativa e acolhedora, visto que é mais que o simples acesso à escola, pois promove a valorização das diferenças e o respeito à singularidade de cada criança. O estudo tem por objetivo geral, analisar a verbalização dos educadores sobre a inclusão na educação infantil em uma Unidade Municipal de Educação Infantil – UMEI da cidade de Santarém – Pará. A metodologia utilizada, com enfoque empírico-analítico, foi a pesquisa bibliográfica e de campo, com aplicação de questionários aos profissionais de educação que atuam na UMEI no bairro Santarenzinho. O perfil destes profissionais é de professores e pedagogos que atuam na Educação Infantil, na faixa etária de acima de 36 anos, do gênero feminino, com mais de 4 anos de formação em magistério, atuando há mais de 16 anos em estabelecimentos escolares, com especialização na área de atendimento infantil. Em análise da verbalização destes profissionais da educação sobre a inclusão na Educação Infantil, verificou-se que a maioria concorda que esta inclusão já exista em Santarém, assim, como sua formação foi baseada nos princípios da inclusão escolar. Mas além da formação inicial, os profissionais de educação devem também receber formação continuada, habilitando-os para atender às crianças com deficiência, viabilizando seu processo educacional, possibilitando que os professores possam trabalhar suas práticas pedagógicas de forma mais eficaz com a variedade de alunos em suas salas de aula, inclusive aqueles com necessidades especiais, e com diferentes estilos de aprendizagem, envolvendo o ensino personalizado, aprendizado colaborativo, através de projetos e tecnologias digitais, promovendo, então, a inclusão na Educação Infantil. Destacou-se nas falas dos profissionais da educação, os desafios e potencialidades da inclusão na Educação Infantil, enfatizando que o o espaço adequado e profissionais qualificados, afirmando que estes dois itens são essenciais para que uma inclusão de qualidade. Entretanto, para que se alcance essa qualidade, é necessário mudanças significativas na UMEI, como oferta de formação continuada aos professores, adaptação do currículo atual, além de modificação do espaço escolar, para que se possa atender de forma igualitária aos alunos, com deficiência ou não. Concluiu-se que a inclusão é essencial para que se construir uma sociedade mais igualitária, especialmente quando se inicia esse processo desde a Educação Infantil, pois desta forma a criança com deficiência e as crianças sem deficiência podem fomentar suas capacidades, sem distinção de qualquer natureza no seu desenvolvimento educacional.
Inclusion in Early Childhood Education is an essential process for building a more just, equitable and welcoming society, since it is more than just access to school, as it promotes the appreciation of differences and respect for the uniqueness of each child. The study has the general objective of analyzing the verbalization of educators about inclusion in early childhood education in a Municipal Early Childhood Education Unit (UMEI) in the city of Santarém - Pará. The methodology used, with an empirical-analytical focus, was bibliographic and field research, with the application of questionnaires to education professionals who work at the UMEI in the Santarenzinho neighborhood. The profile of these professionals is teachers and pedagogues who work in Early Childhood Education, in the age group of over 36 years old, female, with more than 4 years of training in teaching, working for more than 16 years in schools, with specialization in the area of child care. When analyzing the verbalization of these education professionals about inclusion in Early Childhood Education, it was found that most agree that this inclusion already exists in Santarém, as their training was based on the principles of school inclusion. However, in addition to initial training, education professionals must also receive ongoing training, qualifying them to serve children with disabilities, facilitating their educational process, enabling teachers to work their pedagogical practices more effectively with the variety of students in their classrooms, including those with special needs and with different learning styles, involving personalized teaching, collaborative learning, through projects and digital technologies, thus promoting inclusion in Early Childhood Education. The speeches of education professionals highlighted the challenges and potential of inclusion in Early Childhood Education, emphasizing that adequate space and qualified professionals, stating that these two items are essential for quality inclusion. However, in order to achieve this quality, significant changes are needed in UMEI, such as offering ongoing training to teachers, adapting the current curriculum, and modifying the school environment so that it can serve students equally, whether they have disabilities or not. It was concluded that inclusion is essential to building a more egalitarian society, especially when this process begins in Early Childhood Education, because in this way children with disabilities and children without disabilities can foster their abilities, without any distinction in their educational development.
Inclusion in Early Childhood Education is an essential process for building a more just, equitable and welcoming society, since it is more than just access to school, as it promotes the appreciation of differences and respect for the uniqueness of each child. The study has the general objective of analyzing the verbalization of educators about inclusion in early childhood education in a Municipal Early Childhood Education Unit (UMEI) in the city of Santarém - Pará. The methodology used, with an empirical-analytical focus, was bibliographic and field research, with the application of questionnaires to education professionals who work at the UMEI in the Santarenzinho neighborhood. The profile of these professionals is teachers and pedagogues who work in Early Childhood Education, in the age group of over 36 years old, female, with more than 4 years of training in teaching, working for more than 16 years in schools, with specialization in the area of child care. When analyzing the verbalization of these education professionals about inclusion in Early Childhood Education, it was found that most agree that this inclusion already exists in Santarém, as their training was based on the principles of school inclusion. However, in addition to initial training, education professionals must also receive ongoing training, qualifying them to serve children with disabilities, facilitating their educational process, enabling teachers to work their pedagogical practices more effectively with the variety of students in their classrooms, including those with special needs and with different learning styles, involving personalized teaching, collaborative learning, through projects and digital technologies, thus promoting inclusion in Early Childhood Education. The speeches of education professionals highlighted the challenges and potential of inclusion in Early Childhood Education, emphasizing that adequate space and qualified professionals, stating that these two items are essential for quality inclusion. However, in order to achieve this quality, significant changes are needed in UMEI, such as offering ongoing training to teachers, adapting the current curriculum, and modifying the school environment so that it can serve students equally, whether they have disabilities or not. It was concluded that inclusion is essential to building a more egalitarian society, especially when this process begins in Early Childhood Education, because in this way children with disabilities and children without disabilities can foster their abilities, without any distinction in their educational development.
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Keywords
Educação infantil Inclusão Processo Early childhood education Inclusion Process