Revista Ibero-Americana da Estudos em Educação

13

Authors: Marta Sipes

The present essay describes the interrelationships between macro and micro educational policies that give form and content. It covers an itinerary that analyzes public policies, the implicit theories and the daily actions of the classrooms. It establishes how in that dialectical interplay a specific form of the human is delimited: The special student.

14

Authors: Carla Cilene Baptista da Silva, Andrea Perosa Saigh Jurdi

The goal of this paper is to analyze and discuss the data produced by the researchers regarding their experiences in inclusive education with children from ages zero to three. It is a qualitative study, of which 46 daycare teachers participated, all from public daycares of a city at the coast of São Paulo. They answered a semi-open questionnaire, where they reported their experiences and difficulties regarding educational inclusion of that age group. The results, presented based on analyzes of thematic content, discuss the hardships regarding experiences with school inclusion and the successful experiences as told by the participants. Our belief is that this study may contribute for the discussion about accessible daycare education, and that it may promote discussions in related areas.

15

Authors: Jaqueline Delgado Paschoal

The objective of this bibliographic study is to discuss the impacts of pre-school compulsion on teachers' actions and the challenges to the accomplishment of an inclusive quality pedagogical work that promotes the integral development of all children, regardless of their physical condition or intellectual. This is because, although legislation and public policies recognize children as subjects of rights, including the right to education from birth, there is also a setback in legal measures, since Constitutional Amendment No. 59/09 determines enrollment compulsory from the age of four; which may lead to the fragmentation of pedagogical work between kindergarten and pre-school, as well as the anticipation of schooling and early literacy.

16

Authors: Cleriston Izidro dos Anjos, Shirley Silva, Cleber Nelson de Oliveira Silva

This article analyses the triad educational policies, teacher training and pedagogical practices as elements inscribed within the limits of social policies that intertwine directly in the construction of inclusive education. It also considers the implications of this process in school life, particularly in childhood education, revealing elements from the perspective of human differences, thus contributing to a more in-depth and analytical interpretation of the issue. Among the principles that support the methodological framework, we rigorously discuss the care-educate relationship as a factor for promoting integrated social policies. Moreover, it is imperative to conceive of inclusion as a policy to guarantee the right to education for all and, therefore, a duty of the State and the respective education systems.

16

Authors: Lázara Cristina da Silva, Fernanda Duarte Araújo Silva, Wender Faleiro

This text intends to reflect on the existing boundaries between favor and the achievements towards the right to public education of socially referenced quality, focused on the education of children from 2008 to 2018, arising from the Special Education Policy from the perspective of Inclusive Education. It was intended to understand such as special education in the context of inclusive education, has been established as an educational policy in the first stage of basic education and to identify the principles, concepts and services of special education focused on this stage of basic education. It is the result of an exploratory, bibliographical study. It was understood that there is an articulation of the principles and concepts of special education in the documents and actions developed by the State in early childhood education. It emphasizes the institutionalization of public-private partnerships, as a way of returning and maintaining favor to the detriment of the right to education of all citizenship conditions, a warning signal for educators.

16

Authors: Ricardo Augusto Gomes Pereira, Carlos Jorge Paixão

This article problematizes the encounter between life histories in the context of daily living and Amazonian popular culture, whose objective was to identify the interweaving between life histories and ethnocenology in the formative path of students of Bachelor's degree in dance. The results showed that the use of life histories as a methodological resource for the identification of the research objects consecrated the constitution of a person and the teacher mediated by the local culture and the daily routine, which enabled the realization that the Ethnocenology in this training has walked beyond the curricular character, since this has always been present in their lives. It was concluded that Ethnocenology was the theory that most grounded the understanding of the social and cultural reality of students in relation to cultural manifestations of the places where they live.

17

Authors: Solange Aparecida de Souza Monteiro, Paulo Rennes Marçal Ribeiro

In this article we try to think about which is “the place” where little children with special needs, in Child Education, from zero to five years old, have in actions and polices promoted by the Government in Brazilian education, hence the need to acknowledge who are they on the education system, which are their demands and if they do have any room in child education institutions. Based on the scientific literature and national legislation, we arrived at the conclusion that the place given to children with special needs, in research, by the public power and society in general, is still of invisibility, when we consider the inclusion of Special Education target audience students in Child Education. These children, through the history, were directed to occupy a “non-place”, were both social rights and citizenship are denied to them. With this reflection, we tried to do a resignification to this invisibility as much in the legislation, as in the education research fields and, specifically, of child education.

17

Authors: Fabiana Cristina Frigieri de Vitta, Mariana Martins Mouro, Ana Júlia Ribeiro Sgavioli

The objective of this research was to verify the opinion of professional who works on children’s education institutions about the function of nursery in relation to developmental difference of children at this stage. An interview were answered for 17 professional of an institution linked to the Municipal Department of Education of a medium-sized city in the Paulista countryside. The results shows that the nursery, receiving very young children, is a propitious place to identify the developmental difference and favorable to offer intentional activities hat can improve the quality of the baby's full development. The resulting difficulties of the inappropriate formation should be considerate to the nursery allow all the child to enjoy a stimulate ambiance who comply the fundamental right of quality education.

18

Authors: Luciana Aparecida de Araujo, Ana Paula Cordeiro, Claudia Regina Mosca Giroto

From the perspective of inclusive education, Childhood Education must meet the specificities of the diversity of students, including the target audience of Special Education. Facing such commitment, this study aimed to investigate the conceptions about diversity among the children of a kindergarten class, their families and teacher, from the project "Simplesmente Diferente", elaborated and developed collaboratively through a work project. The analysis included thematic axes, among which we highlighted "Conceptions about diversity in the context of the Childhood Education in the inclusive perspective", which indicated possibilities of re-signification on diversity, based on the methodology used, as well as the necessity for the school to set this topic in its pedagogical practices.