Educação Inclusiva de crianças com deficiência de zero a três anos e a precarização da formação de professores: a realidade de um município paranaense

Abstract

The level of education known as Early Childhood Education is fundamental in the learning and development process of children, considering that it is the stage that gives access to the world of human meanings, an indispensable condition for the constitution of the historical-cultural subject. This research aims to identify and analyze how the process of school inclusion of children with disabilities in Early Childhood Education in the zero to three years stage has been occurring, as well as to identify the main gaps in this process, especially in relation to the training of teachers to work in Special Education in Umuarama-PR, having as locus the Municipal Early Childhood Education Centers (CMEIs) and schools that serve children in Early Childhood Education and Elementary Education (EF-I). The study is based on the Historical-Cultural Theory (THC), which advocates human development based on the mediation of human meanings by more experienced subjects. The methodology is an exploratory and theoretical-bibliographic study, with field research, in which audio-recorded face-to-face interviews were conducted with municipal teachers, whose analysis had a qualitative character. The results indicate that there are several gaps in the process of school inclusion of children with disabilities aged zero to three in the municipal education network of the municipality. We also found that: - not all buildings of the CMEIs and Schools studied are architecturally accessible; - there are difficulties among teachers in attributing importance to the inclusive education of children with disabilities aged zero to three, due to the conditions in which this education has been taking place in the municipality; - a biological conception of disability predominates regarding the understanding of the development process of children with disabilities; Most teachers demonstrated a lack of knowledge about THC, which is the theoretical basis of the municipality's curriculum; - there seems to be a certain eclecticism in the theoretical foundations of pedagogical work; - there are difficulties in developing the curricular adaptations necessary for the educational process of children with disabilities. In the CMEIs or EF-I schools where interns worked as “AEE teachers”, the responsibility for curricular adaptation was exclusively the responsibility of the teacher in charge. We found a massive presence of interns occupying the role of specialized educational services (AEE) teacher, which could very likely be compromising the quality of the provision of Inclusive Education. It was found that the research is focused on the precariousness of teacher training, although the municipality has made some efforts to minimize this problem, such as the development of a systematized curriculum to organize and support pedagogical work in the municipal network, based on THC. In fact, the aspects mentioned denote a series of obstacles to the implementation of Inclusive Education for children with disabilities aged zero to three in the municipality, which need to be overcome, given the urgency of educating all children together, given the XI clarity that social interaction is crucial for the development of higher psychological functions (FPS) and the sociocultural development of each child.