THE CHALLENGES OF THE PEDAGOGICAL PRACTICE OF THE SUPPORT TEACHER IN THE INCLUSION OF CHILDREN IN EARLY CHILDHOOD EDUCATION

Abstract

This article aims to investigate the challenges faced in the pedagogical practice of the support professional (PA) in the process of including students from the target audience of Special Education in Early Childhood Education. Therefore, the research investigated the adversities in the performance of the support teacher's pedagogical practice proven in the result of the development and inclusion of students with disabilities in the school environment, considering that the contributions are positive in internal terms. The objective was to identify how their participation in this process is still incipient, since many regular schools neglect the search for better learning conditions for these children. The research approach is qualitative, carried out in a named public field school (EM) in the municipality of Escada located in the Urban Zone of the State of Pernambuco. Having as research subjects two teachers called P1 and P2. The research result was confirmed in accordance with the hypothesis since the interviewees agreed that the lack of support and continued training interfered with the pedagogical practice of the support teacher, in the inclusion of neuro atypical children, bringing significant results to this problem. Among the difficulties, we point out the lack of physical and pedagogical conditions and curricular flexibility in serving children who need pedagogical support in the regular teaching room. This article is based on (Montessori, 1949, p.12) which highlights the need for preparation on the part of the environment for the development of autonomous children.