A inclusão de crianças com deficiência sob a ótica do professor de educação infantil

Abstract

This research focuses on the inclusion of children with desabilities, from the perspective of the preschool teachers, and aims to know the educators point of view about the inclusion of these children in early childhood institutions. This study was characterized as a qualitative research from the case study method and the approach used was the semi-structured interview. Four teachers of an early educational center in Fortaleza/CE participated of this research, and they were identified as teachers A,B,C and D in order to preserve their identities. For the grounding and data analysis were used the studies of Arantes (2013); Fernandes (2013); Rodrigues (2013); Batista (2012); Dantas (2012); Santos (2012); Albuquerque e Machado (2011); Mantoan (2011 e 2003); Mondaini (2011); Sartoretto (2011); Mendes (2009) e Sant'Anna (1988). As a result, it was found that because of the diverse challenges faced on their interaction in the presence of children with desabilities, these preschool teachers experience many feelings, not always the positive ones, regarding inclusion, they often feel themselves unable to work with these children. Even with the many difficulties faced, these preschool teachers understand that inclusion is a need for all children, they recognize its legality and act to include, the way they can and know, the children with desabilities. The data also revealed that the preschool teachers understand the importance of the early childhood educational institution as a suitable place for inclusion; that they also pointed out the need for structural and pedagogical changes to conduct these practice; and that they recognize their role as inclusive agents and the real need to receive a continuing education that incorporates the ideas of diversity and inclusion. Due to low incidence of studies about this subject, we believe that is relevant to conduct researches addressing this issue. Keywords: