Crianças com deficiência na educação infantil: uma discussão sobre repercussões da BNCC em práticas escolares de inclusão

• Autor(a) principal: Almeida, Hanna Martiniano
• Data de Publicação: 2023
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UNIFESP
• Texto Completo: https://hdl.handle.net/11600/71261
• topic: Educação Infantil; BNCC; Educação Inclusiva; Crianças com deficiência; Educação básica em Guarulhos

The objective of this master's research is to investigate the repercussions of the 'Common National Curricular Base' document (BNCC, Brazil, 2017) on school inclusion practices for children with disabilities in Early Childhood Education in the municipality of Guarulhos (SP), where the document was widely accepted and used as the basis for the reorganization of the municipal curriculum known as the 'Quadro de Saberes Necessários' (2019). The main question guiding this research is: How are the BNCC-EI and the QSN-EI present in schools, and do they impact the inclusion practices for children with disabilities in Early Childhood Education? This qualitative study is grounded in the assumptions of historical-cultural psychology regarding the role of schools in child development and the education of children with disabilities, as well as contributions from historical and political studies in special and inclusive education. The research aims to understand and analyze a teacher's perspective on the topic through a semi-structured interview with the classroom teacher at the research site school. Additionally, participant observation of pedagogical work was conducted (audio and video recordings and field notes in a diary) along with participation in non-teaching hours at a school designated as a Specialized Educational Assistance (AEE) Center, located in Guarulhos. The research also includes a literature review on the subject - BNCC-EI and inclusion in Early Childhood Education - and a critical analysis of the curricular documents produced by the municipality after the implementation of BNCC-EI. This analysis aims to highlight and discuss guiding principles that address curricular changes in relation to the national document and its role in directing educational practices for children aged zero to five. The final conclusions revisit the research findings and, among other aspects, point to the limited impact of BNCC-EI and QSN-EI on observed inclusion practices. They also highlight their influence on discourses that reflect idealized forms of children and spontaneity in working with children. Furthermore, the conclusions underscore the absence in BNCC-EI and QSN-EI of greater attention to the specific needs of children with disabilities and their educational and social inclusion.