Práticas e desafios da inclusão: percepções docentes nos centros municipais de educação infantil de Foz do Iguaçu-PR.

Abstract

With the increase in enrollments of children with disabilities in early childhood education, teachers have adapted their practices to promote their inclusion in planned activities. This raises the question: How can teachers include children with disabilities and children without disabilities in regular classrooms? Thus, this qualitative research, based on a critical perspective, examines the teaching practices and promotion of inclusion in early childhood education at Municipal Centers for Early Childhood Education (CMEI) in Foz do Iguaçu/PR. Guided by Freirean principles of reflection and action, we focus on the educational actions and experiences of teachers in realizing inclusive education. Our goal was to understand the perceptions and practices of teachers working with these children through a survey of Brazilian research found in the Digital Brazilian Library of Theses and Dissertations, supported by interpretive analysis. A semi-structured questionnaire was also applied to CMEI teachers to investigate practices focusing on educational actions and teachers' experiences with children in regular classrooms. The responses were analyzed using Content Analysis, a method that allows for interpreting and making inferences about texts, aligning them with the study's objectives and theoretical foundations, while considering the social and historical context in which the texts were produced. We acknowledge that this process is slow and contradictory, but making conflicts visible and learning to navigate them is essential for achieving inclusive education. The results highlight that most teachers recognize the need for ongoing training and specialized support regarding methodological adaptations and the use of manipulative teaching materials to aid the learning process, respecting each child's pace and individuality. Furthermore, we emphasize the importance of pedagogical practices that combine empathy, affection, and professional ethics, fostering not only accessibility but also enhancing the quality of inclusive learning. This includes emotional work and professional development, within a multidisciplinary approach, to strengthen the role of CMEIs in creating equal and inclusive social environments. In this sense, we propose an action plan in the form of a digital guide to encourage reflection on transformative practices linked to the inclusion process in teaching planning. We hope to raise awareness about the need for inclusive teacher training, which involves mobilizing sensitive, responsible, and committed educational work toward the profession, the environment, and effective action mechanisms.