Inclusion in child education: challenges and possibilities through pedagogical practices

Abstract

This article aims to raise a discourse about the process of inclusion in early childhood education through pedagogical practices. Due to the increasing number of children with special needs entering regular classes in early childhood education, the school needs to be prepared not only in the accessibility part but also in the training of education professionals. And from this perspective, the classroom becomes the place in which the practice constructed in everyday life can promote inclusion. We know of the difficulties encountered in schools for this inclusion to happen, the lack of specialized material, the gaps in training, the lack of teachers, are some of these challenges. Therefore, in this article, based on theorists of the field, we analyze not only the challenges but also the possibilities that we can find through practice, seeking to reflect, and perhaps, finding ways to promote inclusion, that is, to guarantee an education Of quality and respecting the uniqueness of each one.