INCLUSIVE PRACTICES IN ELEMENTARY EDUCATION: THE ROLE OF THE TEACHER IN THE EARLY YEARS

Abstract

The objective of this research is to investigate inclusive practices and the role of teachers in the initial years. For this to actually happen, it is necessary for the teacher to be active, focusing on building development in the child's daily life in Elementary School. Thus, the methodology used in this work has a qualitative research perspective, in which the instruments adopted were field research in a private institution, located in the municipality of Escada. The subjects were chosen based on their length of service, and were named P1, P2 and P3. In view of the research carried out, it is clear that there is knowledge of the importance of practices developed in the classroom, from planning to the development of activities, but there is a lack of knowledge of how to attribute this to everyday life in regular education. Through the data collected, it is understood that the hypothesis was confirmed, since the teachers presented clear answers to the questions, showing that when the teacher develops inclusive practices, it generates significant learning and consequently the inclusion of the child in regular education.