MICROCEPHALY AND ITS CHALLENGES IN THE EARLY YEARS: A STUDY OF TEACHING PRACTICE

Abstract

This article aims to investigate the challenges faced in the inclusion of children with microcephaly in the initial years of Elementary School in the municipality of Escada-PE. Therefore, the work investigated that organized management and qualified professionals are proven in the result of the inclusion and permanence of microcephalic students in the school environment, considering that the contributions are positive both internally and externally. The objective was to identify how the lack of school management committed to the inclusion of children and disqualification for serving students with microcephaly has affected the purpose of the institution. The research result was confirmed in accordance with the hypothesis since the interviewees agreed that the lack of performance of the management in charge as well as the lack of training to deal with microcephalic students interferes with the practice of including children in the early years, bringing significant results. for this problem. This article is based on (Blanco, 2002, p.31) which highlights that the theme of inclusion must be valued by the teaching staff. The research approach is qualitative, carried out in two field schools in the named public network (EM) in the municipality of Escada, located in the Urban Area of ​​the state of Pernambuco. Having as research subjects two teachers called P1 and P2 and a coordinator called C1.