Saberes docentes e práticas pedagógicas que favorecem a inclusão da criança com deficiência na educação infantil
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Data
2021-01-28
Autores
Guadagnino, Keli dos Santos [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
As experiências da criança na Educação Infantil devem ser enriquecedoras e, particularmente, a condição de deficiência de algumas crianças pode requerer atividades condizentes com suas especificidades. Nesta direção, este trabalho teve o objetivo de analisar fatores pedagógicos, de formação e atuação profissionais que favorecem a inclusão da criança com deficiência na Educação Infantil. De modo específico, buscou-se: a) Identificar saberes implicados na atividade docente de professores da sala de aula comum e do Atendimento Educacional Especializado que contribuem para a inclusão da criança com deficiência na Educação Infantil; b) Descrever situações de organização das práticas pedagógicas, com foco para a organização do ambiente, das crianças, do tempo e dos materiais; c) Investigar situações de intencionalidade pedagógica que valorizem a brincadeira, a interação e a comunicação; d) Constatar atividades da rotina pedagógica do AEE que auxiliam a participação das crianças com deficiência nas atividades da sala de aula comum. A pesquisa teve como participantes uma criança com deficiência intelectual e outra com deficiência física e suas respectivas professoras, de sala comum e do AEE. Para a coleta de dados, realizou-se entrevistas com as professoras, por meio de um roteiro previamente elaborado e do auxílio de um gravador de áudio. Além disso, foram realizadas 12 sessões de observações, utilizando-se de filmagens, fotos e anotações de campo, sendo seis sessões com cada criança e suas respectivas professoras. Tanto as entrevistas como as observações foram analisadas a partir de seu conteúdo temático. Na análise das entrevistas, foram obtidas quatro categorias temáticas: 1) Saberes da Formação Profissional; 2) Saberes Disciplinares; 3) Saberes Curriculares e; 4) Saberes Experienciais. E, no caso das observações, três categorias: 1) Organização do ambiente, das crianças, do tempo e dos materiais; 2) Mediações pedagógicas para favorecer a interação e a comunicação da criança e; 3) Atividades pedagógicas do AEE para favorecer a participação da criança com deficiência nas atividades da sala de aula comum. Os resultados indicaram que os Saberes Experienciais das professoras estão mais favoráveis ao processo de inclusão da criança com deficiência, bem como, o trabalho colaborativo entre a sala comum e o AEE. As mediações pedagógicas auxiliaram as crianças, conforme suas especificidades, e garantiram aspectos, como: compreensão das instruções (o que, como, e para que fazer); atenção (ouvir a professora e realizar o que foi pedido por ela); oferta de recursos materiais para as atividades (lápis, tinta, tesoura, cola, papeis diversos); e auxílio para desenvolver as habilidades da criança (coordenação motora fina e ampla, equilíbrio, memória). Constatou-se ainda que as mediações foram efetivas, quando estavam articuladas às estratégias pedagógicas, tais como: a) organização dos espaços com o auxílio das crianças; aproximação física das crianças (sentar-se ao lado delas); oferta de materiais de apoio ou de modelo (escrita do nome, números); proposição de atividades em grupo; e utilização de jogos e brincadeiras, dentre outras. Os dados obtidos permitiram constatar que foi dada a devida importância à participação da criança com deficiência em atividades que dão suporte fundamental ao desenvolvimento infantil. Concluímos que os dados positivos destacados nessa pesquisa, se devem ao trabalho colaborativo entre as professoras do AEE e da sala comum. Esse trabalho colaborativo contribuiu para o planejamento das atividades, considerando as especificidades das crianças com deficiência, quando necessário. Concluímos também que tanto os saberes docentes identificados como a articulação do trabalho realizado entre as professoras, foram fatores determinantes para a promoção da participação da criança com deficiência junto aos seus pares no contexto da Educação Infantil.
The child's experiences in Early Childhood Education must be enriching and, in particular, the condition of disability of some children may require activities consistent with their specificit ies In this direction, this work aimed to analyze pedagogical fa ctors, professional training and performance that favor the inclusion of children with disabilities in Early Childhood Education. Specifically, we sought to: a) Identify knowledge involved in th e teachin g activity of teachers in the common classroom and Sp ecialized Educational Services that contribute to the inclusion of children with disabilities in Early Childhood Education; b) Describe situations of organization of pedagogical practices, fo cus i ng on th e organization of the environment, children, time and materials; c) Investigate situations of pedagogical intentionality that value play, interaction and communication; d) To verify the activities of the pedagogical routine of the Specialized E duc a tional S ervice that help the participation of children with d isabilities in the activities of the common classroom. The research had as participants a child with intellectual disability and another with physical disability and their respective teachers , f r om the c ommon room and the Specialized Educational Service. For data collection, interviews were conducted with teachers, using a previously prepared script and the aid of an audio recorder. In addition, 12 observation sessions were held, using footage , p h otos and field notes, with six sessions with each child and their respective teachers. Both interviews and observations were analyzed based on their thematic content. In the analysis of the interviews, four thematic categori es were obtained: 1) Knowled ge o f Profes sional Training; 2) Disciplinary Knowledge; 3) Curricular Knowledge and; 4) Experiential Knowledge. And, in the case of observations, three categories: 1) Organization of the environment, children, time and materials ; 2) Pedagogical mediations to f avor the child's interaction and communication; 3) Pedagogical activities of the Specialized Educational Service to favor the participation of children with disabilities in the activities of the common classroom. The results indicated that the Teachers ' E x perienti al Knowledge is more favorable to the process of inclusion of children with disabilities, as well as to the collaborative work between the common room and the Specialized Educational Service. Pedagogical mediations he lped children, according to th e ir speci ficities, and guaranteed aspects, such as: understanding of instructions (what, how, and what to do); attention (listening to the teacher and doing what she asked); offering material resources for the activities (penc ils, paint, scissors, glue, va r ious pap ers); and assistance to develop the child's skills (fine and wide motor coordination, balance, memory). It w as also found that the mediations were effective, when they were linked to pedagogical strategies, such as: a) organization of spaces wi th t he help of children; physical approach of the children (sitting next to them); offer of support materials or templat es (writing the name, numbers); proposition of group activities; and use of games and games, among others. The data obtained showed that due importance was given to the participation of children with disabilities in activities that provide fundamental support for child development. We conclude that the positive data highlighted in this research are due to the collaborative work between the teachers of Specialized Educational Service and the common room. This collaborative work contributed to the planning of activities, considering the specificities of children with disabilities, when necessary. We also concluded that both the teaching knowledge identified and the articulation of the work carried out among the teachers, were determining factors for the promotion of the participation of the child with disabilities with their peers in the context of Early Childhood Education.
The child's experiences in Early Childhood Education must be enriching and, in particular, the condition of disability of some children may require activities consistent with their specificit ies In this direction, this work aimed to analyze pedagogical fa ctors, professional training and performance that favor the inclusion of children with disabilities in Early Childhood Education. Specifically, we sought to: a) Identify knowledge involved in th e teachin g activity of teachers in the common classroom and Sp ecialized Educational Services that contribute to the inclusion of children with disabilities in Early Childhood Education; b) Describe situations of organization of pedagogical practices, fo cus i ng on th e organization of the environment, children, time and materials; c) Investigate situations of pedagogical intentionality that value play, interaction and communication; d) To verify the activities of the pedagogical routine of the Specialized E duc a tional S ervice that help the participation of children with d isabilities in the activities of the common classroom. The research had as participants a child with intellectual disability and another with physical disability and their respective teachers , f r om the c ommon room and the Specialized Educational Service. For data collection, interviews were conducted with teachers, using a previously prepared script and the aid of an audio recorder. In addition, 12 observation sessions were held, using footage , p h otos and field notes, with six sessions with each child and their respective teachers. Both interviews and observations were analyzed based on their thematic content. In the analysis of the interviews, four thematic categori es were obtained: 1) Knowled ge o f Profes sional Training; 2) Disciplinary Knowledge; 3) Curricular Knowledge and; 4) Experiential Knowledge. And, in the case of observations, three categories: 1) Organization of the environment, children, time and materials ; 2) Pedagogical mediations to f avor the child's interaction and communication; 3) Pedagogical activities of the Specialized Educational Service to favor the participation of children with disabilities in the activities of the common classroom. The results indicated that the Teachers ' E x perienti al Knowledge is more favorable to the process of inclusion of children with disabilities, as well as to the collaborative work between the common room and the Specialized Educational Service. Pedagogical mediations he lped children, according to th e ir speci ficities, and guaranteed aspects, such as: understanding of instructions (what, how, and what to do); attention (listening to the teacher and doing what she asked); offering material resources for the activities (penc ils, paint, scissors, glue, va r ious pap ers); and assistance to develop the child's skills (fine and wide motor coordination, balance, memory). It w as also found that the mediations were effective, when they were linked to pedagogical strategies, such as: a) organization of spaces wi th t he help of children; physical approach of the children (sitting next to them); offer of support materials or templat es (writing the name, numbers); proposition of group activities; and use of games and games, among others. The data obtained showed that due importance was given to the participation of children with disabilities in activities that provide fundamental support for child development. We conclude that the positive data highlighted in this research are due to the collaborative work between the teachers of Specialized Educational Service and the common room. This collaborative work contributed to the planning of activities, considering the specificities of children with disabilities, when necessary. We also concluded that both the teaching knowledge identified and the articulation of the work carried out among the teachers, were determining factors for the promotion of the participation of the child with disabilities with their peers in the context of Early Childhood Education.
Descrição
Palavras-chave
Educação especial, Educação infantil, Formação de professores, Inclusão escolar, Práticas pedagógicas, Special education, Child education, Teacher training, School inclusion, Pedagogical practices