A questão didático-pedagógica no processo de escolarização dos estudantes público-alvo da educação especial na educação infantil

Abstract

The organization of an inclusive educational system in Brazil initially allowed the guarantee of the right to education to target students of special education through enrollment in regular schools. However, the consolidation of the schooling process for these students is still open. One of the important aspects to advance it is the analysis regarding the didactic-pedagogical conditions for promoting learning. In this sense, the study intends to analyze the didactic-pedagogical issue aimed at students with disabilities in early childhood education, considering common education and specialized educational assistance (AEE). It uses historical-dialectical materialism as a theoretical-methodological reference in order to understand the movement and transformations of the object of study, relating it to historical-cultural theory and historical-critical pedagogy, which demonstrate the effectiveness of the teaching learning process as an essential condition for human formation, without exception. The research makes use of an in-depth bibliographical study on the subject, highlighting the teaching-learning processes of students with disabilities in the first level of basic education. Using the descriptors “special education” AND “early childhood education”, 255 studies were found in the BDTD based on the indefinite initial period until March 2023. In the analysis process, the need for greater expressiveness in academic productions that address the schooling of students with disabilities linked to the special education modality at the Early Childhood Education teaching level is perceived; the complexity of the process of building an education system from the perspective of Inclusive Education is observed due to the interference in educational policies of liberal and neoliberal proposals, which aim at a supposed provision of education for all in conjunction with the capitalist structure; Finally, there is a need to implement the pedagogical practice carried out in specialized educational services in the multifunctional resource room aimed at supporting the training of target audience students in special education, aiming at the complementarity and supplementary nature of their teaching-learning processes in the context of the common classroom