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: Câmara, Maria Eduarda Capistrano da, Cenci, Adriane
Formato: Online
Idioma:por
Publicado em: Max Leandro de Araújo Brito
Endereço do item:https://periodicos.ufrn.br/casoseconsultoria/article/view/26465
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record_format ojs
institution Periódicos UFRN
collection Portal de Pediódicos Eletrônicos da UFRN
language por
format Online
author Câmara, Maria Eduarda Capistrano da
Cenci, Adriane
spellingShingle Câmara, Maria Eduarda Capistrano da
Cenci, Adriane
Children inclusion in early childhood education: the importance of pedagogical mediations in the learning and development process:
author_facet Câmara, Maria Eduarda Capistrano da
Cenci, Adriane
author_sort Câmara, Maria Eduarda Capistrano da
title Children inclusion in early childhood education: the importance of pedagogical mediations in the learning and development process:
title_short Children inclusion in early childhood education: the importance of pedagogical mediations in the learning and development process:
title_full Children inclusion in early childhood education: the importance of pedagogical mediations in the learning and development process:
title_fullStr Children inclusion in early childhood education: the importance of pedagogical mediations in the learning and development process:
title_full_unstemmed Children inclusion in early childhood education: the importance of pedagogical mediations in the learning and development process:
title_sort children inclusion in early childhood education: the importance of pedagogical mediations in the learning and development process:
description 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.
publisher Max Leandro de Araújo Brito
publishDate 2021
url https://periodicos.ufrn.br/casoseconsultoria/article/view/26465
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spelling oai:periodicos.ufrn.br:article-264652021-11-12T01:59:00Z Children inclusion in early childhood education: the importance of pedagogical mediations in the learning and development process: Inclusión de los niños en la educación infantil: la importancia de las mediaciones pedagógicas en el proceso de aprendizaje y desarrollo: Inclusão de crianças na educação infantil: a importância das mediações pedagógicas no processo de aprendizado e desenvolvimento: Câmara, Maria Eduarda Capistrano da Cenci, Adriane Educação Inclusiva; Educação Infantil; Teoria Histórico-Cultural. Inclusive Education; Child Education; Cultural-Historical Theory. Educación inclusiva; Educación Infantil; Teoría histórico-cultural. 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. El objetivo de este artículo es analizar el papel de las mediaciones pedagógicas para el proceso de aprendizaje, desarrollo e inclusión de niños con discapacidad en una clase de educación infantil compuesta por 19 niños entre 5 y 6 años, de los cuales 11 eran niñas y 8 Eran niños, un niño con Trastorno del Espectro Autista y una niña con Síndrome de Down, además de dos efectivos maestros de escuela y el docente-investigador. Esta investigación se configura como un estudio de caso, realizado a partir de la observación participante, entre los meses de septiembre y octubre de 2019. El cuaderno de bitácora fue el principal instrumento para la producción de datos. El análisis de datos se guió por un análisis textual discursivo. Las discusiones se basaron en el marco de la Teoría Histórico-Cultural. Como resultado, se evidenció la importancia de la mirada atenta de los docentes al significar las acciones de los niños y niñas y la intención de su práctica pedagógica al promover situaciones que permitieran a los niños con discapacidad involucrarse, interactuar, expresarse, hacer preguntas, brindando así inclusión y aprendizaje. El estudio destaca la intención de las mediaciones pedagógicas para el proceso de aprendizaje y desarrollo de los niños con discapacidad en la educación infantil. O objetivo deste artigo é analisar o papel das mediações pedagógicas para o processo de aprendizado, desenvolvimento e inclusão das crianças com deficiência em uma turma da educação infantil composta por 19 crianças entre 5 e 6 anos, das quais 11 eram meninas e 8 meninos, sendo um menino com Transtorno do Espectro Autista e uma menina com Síndrome de Down, além de duas professoras efetivas da escola e da professora-pesquisadora. Esta pesquisa se configura como estudo de caso, realizado a partir de observação participante, entre os meses de setembro e outubro de 2019. O diário de bordo foi o principal instrumento de produção dos dados. A análise dos dados foi orientada pela análise textual discursiva. As discussões foram fundamentadas no referencial da Teoria Histórico-Cultural. Como resultados foram evidenciadas a importância do olhar atento das professoras ao significar as ações das crianças e a intencionalidade do fazer pedagógico ao promover situações que possibilitaram às crianças com deficiência se envolver, interagir, se expressar, perguntar, proporcionando, assim, inclusão e aprendizados. O estudo destaca a intencionalidade das mediações pedagógicas para o processo de aprendizado e desenvolvimento das crianças com deficiência na educação infantil. Max Leandro de Araújo Brito 2021-11-11 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://periodicos.ufrn.br/casoseconsultoria/article/view/26465 Revista de Casos e Consultoria; v. 12 n. 1 (2021); e26465 2237-7417 por https://periodicos.ufrn.br/casoseconsultoria/article/view/26465/14981 Copyright (c) 2021 Maria Eduarda Capistrano da Câmara, Adriane Cenci

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