A educação infantil e a inclusão: algumas considerações quanto às estratégias pedagógicas de atenção às diferenças na educação infantil no município de Graça

Abstract

The present study aimed at investigating the pedagogical strategies of attention to differences in early childhood education, specifically in preschool. And as specific identifying what teachers understand by these strategies and see which teaching strategies are used by teachers aimed at inclusion of all children, and to identify how these strategies are developed. As a theoretical basis we sought ideas and concepts related to education of attention to the differences. The research was based on a qualitative approach, and as an instrument of data collection used a script, which guided the work of observation for ten days, in morning and afternoon shifts. The study included two professionals, a teacher and a teacher of children V, both in different rooms of a school of public municipal city of Grace Survey results showed that teachers need to acquire theoretical knowledge about inclusive education and the changes pedagogical practices in early childhood education, they still maintain a traditional education, where there is greater emphasis on the development of reading and writing, although significant use of strategies, such as listening to the child, working with groups, among others, to children's development. Such strategies are not being developed, so that all children, in their differences, are covered, as well as little respected.