Inclusão de crianças público-alvo da educação especial na educação infantil em Porto Velho-RO

Abstract

This thesis is linked to the Postgraduate Program in Education in the Amazon - PGDEA, Doctorate in Network Association (EDUCANORTE) of the Santarém Pole (Federal University of Western Pará and linked to the Federal University of Rondônia Associated) with the area of concentration being “Education in the Amazon: educator training, pedagogical praxis and curriculum.”This study focuses on the inclusion of children with Special Education (PEE) in Early Childhood Education in the municipal school system of Porto Velho, Rondônia. The research focused on the following questions: How do children with Special Education (PEE) access and remain in Early Childhood Education? What specialized and accessibility services are offered to support educational processes? Do these services meet the needs of these children and the educational work? How does intersectoral collaboration with other policies support educational practices and the child's comprehensive development?How does intersectoral collaboration with other policies support educational practices and the integral development of children? The general objective is to understand the processes of appropriation and implementation of Special Education in public Early Childhood Education schools in Porto Velho, Rondônia. The specific objectives are: a) to understand legal instruments and concrete conditions for inclusion in Early Childhood Education; b) to understand the support and dialogue services available to institutions, families, and health and social assistance policies provided by the municipal school system; c) to understand the progress and challenges of including the Special Education Target Audience in the municipal school system of Porto Velho, Rondônia; d) to discuss the processes of inclusion in Early Childhood Education, its possibilities, and challenges. A qualitative approach was used, with documentary analysis, semistructured interviews, and participant observation in Early Childhood Education classes as data collection instruments, with field diary records carried out between November 2022 and June 2023. The data were analyzed based on data triangulation and organized into three axes of discussion: the first - implementation of public policies for Special Education from an inclusive perspective; the second - important aspects of the inclusion of children with Special Educational Needs (PEE) in Early Childhood Education in Porto Velho; and the third - daily practice and aspects of the training of professionals in the Municipal Network of Porto Velho-RO.The thesis defended is that educational inclusion presupposes concrete conditions for its implementation, expressed in human resources, physical structure, and materials. Without the provision of such conditions, the weaknesses fall on the teacher, leaving the potential developmental experience that educational processes could provide to children in early childhood education unprotected. We believe that an intentional, planned, and organized process could bridge the gap between legislation and its implementation, resulting in a quality educational process for all children in Porto Velho.