Estágio na educação infantil: inquietações e reflexões sobre a inclusão escolar

Abstract

This monograph deals with the Internship in Early Childhood Education and School Inclusion. O general objective of the research was to contextualize how training has been constructed. teacher for school inclusion from the experiences of the Internship in Early Childhood Education. Its specific objectives were: To understand the theoretical aspects and legislation educational related to Early Childhood Education, Special Education and School Inclusion; Show how the Supervised Internship in Early Childhood Education has been developed and know how the school has worked on school inclusion. The survey was carried out in a public kindergarten school in the municipality of Itacoatiara/Am. Three subjects participated in the research: the Special Education Coordinator of the School; The teacher in the regular classroom and the teacher in the Resource Room Multifunctional. The qualitative approach guided the collection and analysis of data. As an instrument/technique for data collection, bibliographical research was used, the document analysis and field research through a questionnaire. The results present the contribution of internship to teacher education with regard to school inclusion, but also highlight the gaps between the legislation, the theoretical foundations and the reality of school inclusion in the school investigated. It is concluded that this mismatch needs to be overcome, given that it is necessary that the school stops carrying out only isolated actions and develops strategies through projects supported by the Department of Education and families. Without this partnership, the work focuses on the teacher who alone contributes little to the educational development of children target audience of Special Education that are in the process of inclusion in Early Childhood Education classes at school regular.