THE PEDAGOGICAL POLICY PROJECT (PPP) AND THE PROCESS OF INCLUSION IN CHILD EDUCATION: AN INTEGRATIVE REVIEW

Abstract

The Pedagogical Policy Project should be seen as a guiding instrument for inclusive educational actions that include actions that favor the development of children in early childhood education. In view of this, the general objective is to understand the importance of inclusive education as well as the PPP in the context of the Early Childhood School. To meet the proposed objective, an integrative review was carried out based on scientific articles. The main result was the importance of the PPP, which contributes towards helping to conquer and consolidate the school's autonomy, as well as to insert in the curriculum practices that contemplate the singularities and specificities of each child, which involves the school community during the entire educational process and feel responsible for what happens in the school environment, including and mainly in relation to the development of students with disabilities, who need to be especially attended to in their singularities. Afterwards, it is possible to conclude that it is necessary to broaden the debate within the school about issues involving inclusion that must be covered in the PPP is of vital importance. In this sense, it is important to highlight that the actions must be carried out through democratic management, in which collective responsibility prevails, so the actions identified as essential to define, correct and improve the PPP and make it more inclusive become facilitated when everyone becomes co-responsible for the actions and experiences that must be carried out based on this document.