Children inclusion in early childhood education: the importance of pedagogical mediations in the learning and development process:
The objective of the article is to analyze the role of pedagogical mediations in the process of learning, development and inclusion of children with disabilities in a kindergarten class composed of 19 children between 5 and 6 years old, 11 of which were girls and 8 boys, being a boy with Autistic Sp...
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| Principais autores: | , |
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| Formato: | Online |
| Idioma: | por |
| Publicado em: |
Max Leandro de Araújo Brito
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| Endereço do item: | https://periodicos.ufrn.br/casoseconsultoria/article/view/26465 |
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| Resumo: | The objective of the article is to analyze the role of pedagogical mediations in the process of learning, development and inclusion of children with disabilities in a kindergarten class composed of 19 children between 5 and 6 years old, 11 of which were girls and 8 boys, being a boy with Autistic Spectrum Disorder and a girl with Down Syndrome, in addition to two effective school teachers and the teacher-researcher. This research is configured as a case study, carried out from participant observation, between the months of September and October 2019. The logbook was the main instrument for data production. Data analysis was guided by discursive textual analysis. The discussions were based on the framework of Historical-Cultural Theory. As a result, the importance of the teachers' watchful eye was evidenced when meaning the children's actions and the intention of their pedagogical practice by promoting situations that enabled children with disabilities to get involved, interact, express themselves, ask questions, thus providing inclusion and learning. The study highlights the intention of pedagogical mediations for the learning and development process of children with disabilities in early childhood education. |
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