A perspectiva dos professores acerca da inclusão de crianças atípicas na educação infantil no município de Acari/RN

Abstract

This research focuses on the perspectives of early childhood education teachers regarding the inclusion of atypical children in the municipality of Acari, Rio Grande do Norte, Brazil. The general objective was to investigate how teachers understand and experience the inclusive process in their pedagogical practices, aiming to identify the challenges faced, map the strategies employed, and discuss possible improvements. The theoretical framework is grounded in authors such as Kramer (1994), Nóvoa (2009), Campos (1994), Corsino, Didonet, and Nunes (2011), and Bruno (2006), who address teacher education, the complexity of early childhood education, and the challenges of school inclusion. The study adopted a qualitative, basic, and exploratory methodological approach, with data collected through structured interviews conducted with eight early childhood teachers working in Acari’s municipal school system. The results revealed that the main difficulties reported include lack of continuing education, insufficient pedagogical resources, overcrowded classrooms, inadequate specialized support, and limited collaboration with families. In contrast, the strategies adopted by teachers include the use of visual routines, adapted activities, playful materials, and the establishment of strong bonds with students. The teachers suggested improvements such as reducing class sizes, enhancing professional recognition, expanding continuing education opportunities, increasing the availability of teaching resources, and strengthening partnerships among schools, families, and multidisciplinary teams. The study concludes that effective inclusion requires structural, human, and educational investments committed to equitable and quality education for all.