Teaching Knowledge for Inclusion: Reports of Daily School Life in Early Childhood Education
DOI:
https://doi.org/10.5902/1984644493540Keywords:
School management, Inclusion, Childhood, Diversity, Knowledge ManagementAbstract
This study investigates early childhood educators’ perceptions of the pedagogical management of children undergoing school inclusion, focusing on strategies, feelings, and support mechanisms used in their daily teaching practice at a Municipal Early Childhood Education Center (CMEI). It is an applied research project with a descriptive and exploratory approach. Data were collected from nine educators working in a public school system in the state of Paraná, Brazil, with an average of 10 years of teaching experience. The interviews addressed the inclusion process and pedagogical strategies aimed at children with disabilities. Qualitative analysis resulted in four categories: (1) Participation in pedagogical planning; (2) Pedagogical support; (3) Guidance from specialized professionals; (4) Stress, overload, frustration, and discouragement. Findings indicate that, although educators do not oppose the inclusion process, they report a lack of clear protocols, systematic support, and ongoing training to address the specific needs of children with disabilities. It is concluded that, even after approximately 15 years of inclusive policies, there are still gaps in the development of effective and functional pedagogical practices. This highlights the need for investment in professional development, structural resources, and interprofessional collaboration to strengthen inclusive education in early childhood settings.
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