A infância em uma perspectiva inclusiva: análise sobre as Diretrizes Curriculares de Santa Maria/RS

• Autor(a) principal: Silva, Ticiane Arruda da
• Data de Publicação: 2017
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Manancial - Repositório Digital da UFSM
• Texto Completo: http://repositorio.ufsm.br/handle/1/14852
• topic: Políticas públicas; Educação infantil; Educação inclusiva; Diretrizes curriculares municipais; Public policies; Child education; Inclusive education; Municipal curricular guidelines; CNPQ::CIENCIAS HUMANAS::EDUCACAO

The work deals with Public Policies for Early Childhood Education in an inclusive perspective, with a look at the teaching legislation of a municipality of the Association of Municipalities of the State Center/Rio Grande do Sul (AMCENTRO/RS). Its general objective is: To analyze public policies for Early Childhood Education in an inclusive perspective, considering the Curriculum Guidelines for Early Childhood Education and Special Education of the municipality of Santa Maria / RS.Its specific objectives are: To analyze the conceptions of childhood and education of children with special needs that permeate the historical frameworks of Early Childhood Education, in an inclusive perspective in the educational context; recognize the main regulatory frameworks that design Infant Education and Special Education within the framework of public educational policies; understand how the Curriculum Guidelines of Early Childhood Education articulate with the Special Education Curriculum Guidelines for offering inclusive school practices in the municipality of Santa Maria/RS. For the theoretical-methodological basis, the following studies were used: Triviños (2008), Yin (2001); Formosinho (2007), Kraemer (2007), Rocha (2002), Corsino (2007), a Lück (2006), Minayo (1999), Lakatos (2009), among others. The research is characterized by the qualitative approach of the type of case study with bibliographical contribution, and the data constructed were through documentary analysis. It is concluded that from the respective reflections of the whole study in the course of the regulatory milestones and the historical mishaps, we can consider that the inclusion becomes more and more present, and that the act of including not only includes children with some type of disability or special educational needs, since they all have the right to be included in the regular education system of early childhood education. It is concluded that the Curriculum Guidelines for Early Childhood Education and Special Education in the municipality of Santa Maria / RS are two parallel documents that need to be articulated from the reading of the professionals involved in the teaching-learning process, as well as educational management.