Inclusão na educação infantil: desafios e possibilidades através das práticas pedagógicas

Abstract

This article investigates the inclusion process of children with special educational needs in early childhood education, highlighting the challenges and possibilities through pedagogical practices. Grounded in historical-cultural theory and critical-historical pedagogy, this qualitative study uses bibliographic review and document analysis to discuss how these theoretical perspectives can promote a more inclusive early childhood education in Brazil. The work emphasizes the importance of symbolic mediation, social interactions, and adequate teacher training for the effective implementation of inclusion, pointing out that, despite legal advances, barriers such as lack of teacher preparation, useful practices, and the invisibility of these children in schools persist.