Educação inclusiva na educação infantil
Autor(a) principal: | |
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Data de Publicação: | 2012 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Repositório Institucional da UNESP |
Texto Completo: | http://periodicos.uesb.br/index.php/praxis/article/view/735 http://hdl.handle.net/11449/124965 |
Resumo: | This paper aims to trigger a reflection on inclusive education in early childhood education, considering education as an inclusive educational model endorsed by public policies, but still far from school reality. The reflection aims to think about necessary changes since early childhood education,because this is the first stage of basic education and it is a critical period in development and learning process of children with disabilities. The construction of the inclusive school since early childhood education involves thinking about its space, time, professional, educational resources etc..,turning to the possible access, retention and development to students with disabilities, students that, because of their particular characteristics, have a special educational necessity. The text discusses, among other things, the necessity to rethink pedagogical practice as a key of school inclusion in early childhood education. The inclusive pedagogical practice should be constituted by the junction of the acquired knowledge by the teacher throughout his career and by the availability to seek new ways to do it considering students diversity and their individual characteristics. |
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Educação inclusiva na educação infantilInclusive education in early childhood educationInclusive educationEarly childhood educationPedagogical practiceEducação inclusivaEducação infantilPrática pedagógicaThis paper aims to trigger a reflection on inclusive education in early childhood education, considering education as an inclusive educational model endorsed by public policies, but still far from school reality. The reflection aims to think about necessary changes since early childhood education,because this is the first stage of basic education and it is a critical period in development and learning process of children with disabilities. The construction of the inclusive school since early childhood education involves thinking about its space, time, professional, educational resources etc..,turning to the possible access, retention and development to students with disabilities, students that, because of their particular characteristics, have a special educational necessity. The text discusses, among other things, the necessity to rethink pedagogical practice as a key of school inclusion in early childhood education. The inclusive pedagogical practice should be constituted by the junction of the acquired knowledge by the teacher throughout his career and by the availability to seek new ways to do it considering students diversity and their individual characteristics.Este artigo tem como objetivo desencadear uma reflexão sobre a educação inclusiva na educação infantil, considerando a educação inclusiva como um modelo educacional referendado por políticas públicas, no entanto ainda distante da realidade escolar. A reflexão é no sentido de pensar nas mudanças necessárias desde a educação infantil, por ser esta a primeira etapa da educação básica e período crítico no processo de desenvolvimento e aprendizagem de crianças com deficiência. A construção da escola inclusiva desde a educação infantil implica em pensar em seus espaços, tempos, profissionais, recursos pedagógicos etc., voltados para a possibilidade de acesso, permanência e desenvolvimento pleno também de alunos com deficiências, alunos esses que, em virtude de suas particularidades, apresentam necessidades educacionais que são especiais. O texto aborda, entre outros aspectos, a necessidade de se repensar a prática pedagógica como elemento fundamental de inclusão escolar na educação infantil. A prática pedagógica inclusiva deverá se constituir pela junção do conhecimento adquirido pelo professor ao longo de sua trajetória e da disponibilidade em buscar novas formas de fazer considerando a diversidade dos alunos e as suas características individuais.Universidade Estadual Paulista Júlio de Mesquita Filho, Departamento de Psicologia da Educação, Faculdade de Ciências e Letras de AraraquaraUniversidade Estadual Paulista Júlio de Mesquita Filho, Departamento de Psicologia da Educação, Faculdade de Ciências e Letras de AraraquaraUniversidade Estadual Paulista (Unesp)Carneiro, Relma Urel Carbone [UNESP]2015-07-15T18:28:05Z2015-07-15T18:28:05Z2012info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/article81-95application/pdfhttp://periodicos.uesb.br/index.php/praxis/article/view/735Práxis Educacional, v. 8, n. 12, p. 81-95, 2012.1809-0249http://hdl.handle.net/11449/124965ISSN1809-0249-2012-08-12-81-95.pdf41077553968977950000-0002-8961-3617Currículo Lattesreponame:Repositório Institucional da UNESPinstname:Universidade Estadual Paulista (UNESP)instacron:UNESPporPráxis Educacionalinfo:eu-repo/semantics/openAccess2024-06-11T14:25:02Zoai:repositorio.unesp.br:11449/124965Repositório InstitucionalPUBhttp://repositorio.unesp.br/oai/requestopendoar:29462024-08-05T20:23:42.109705Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP)false |
dc.title.none.fl_str_mv |
Educação inclusiva na educação infantil Inclusive education in early childhood education |
title |
Educação inclusiva na educação infantil |
spellingShingle |
Educação inclusiva na educação infantil Carneiro, Relma Urel Carbone [UNESP] Inclusive education Early childhood education Pedagogical practice Educação inclusiva Educação infantil Prática pedagógica |
title_short |
Educação inclusiva na educação infantil |
title_full |
Educação inclusiva na educação infantil |
title_fullStr |
Educação inclusiva na educação infantil |
title_full_unstemmed |
Educação inclusiva na educação infantil |
title_sort |
Educação inclusiva na educação infantil |
author |
Carneiro, Relma Urel Carbone [UNESP] |
author_facet |
Carneiro, Relma Urel Carbone [UNESP] |
author_role |
author |
dc.contributor.none.fl_str_mv |
Universidade Estadual Paulista (Unesp) |
dc.contributor.author.fl_str_mv |
Carneiro, Relma Urel Carbone [UNESP] |
dc.subject.por.fl_str_mv |
Inclusive education Early childhood education Pedagogical practice Educação inclusiva Educação infantil Prática pedagógica |
topic |
Inclusive education Early childhood education Pedagogical practice Educação inclusiva Educação infantil Prática pedagógica |
description |
This paper aims to trigger a reflection on inclusive education in early childhood education, considering education as an inclusive educational model endorsed by public policies, but still far from school reality. The reflection aims to think about necessary changes since early childhood education,because this is the first stage of basic education and it is a critical period in development and learning process of children with disabilities. The construction of the inclusive school since early childhood education involves thinking about its space, time, professional, educational resources etc..,turning to the possible access, retention and development to students with disabilities, students that, because of their particular characteristics, have a special educational necessity. The text discusses, among other things, the necessity to rethink pedagogical practice as a key of school inclusion in early childhood education. The inclusive pedagogical practice should be constituted by the junction of the acquired knowledge by the teacher throughout his career and by the availability to seek new ways to do it considering students diversity and their individual characteristics. |
publishDate |
2012 |
dc.date.none.fl_str_mv |
2012 2015-07-15T18:28:05Z 2015-07-15T18:28:05Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://periodicos.uesb.br/index.php/praxis/article/view/735 Práxis Educacional, v. 8, n. 12, p. 81-95, 2012. 1809-0249 http://hdl.handle.net/11449/124965 ISSN1809-0249-2012-08-12-81-95.pdf 4107755396897795 0000-0002-8961-3617 |
url |
http://periodicos.uesb.br/index.php/praxis/article/view/735 http://hdl.handle.net/11449/124965 |
identifier_str_mv |
Práxis Educacional, v. 8, n. 12, p. 81-95, 2012. 1809-0249 ISSN1809-0249-2012-08-12-81-95.pdf 4107755396897795 0000-0002-8961-3617 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
Práxis Educacional |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
81-95 application/pdf |
dc.source.none.fl_str_mv |
Currículo Lattes reponame:Repositório Institucional da UNESP instname:Universidade Estadual Paulista (UNESP) instacron:UNESP |
instname_str |
Universidade Estadual Paulista (UNESP) |
instacron_str |
UNESP |
institution |
UNESP |
reponame_str |
Repositório Institucional da UNESP |
collection |
Repositório Institucional da UNESP |
repository.name.fl_str_mv |
Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP) |
repository.mail.fl_str_mv |
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1808129197304971264 |