Abstract

DRAGO, Rogério. Perspectivas inclusivas do bebê hidrocéfalo na educação infantil. Educ. Puc. [online]. 2010, n.29, pp.199-209. ISSN 1519-3993.

This study’s aim is to understand how to include babies with disabilities in early childhood education based on the relations established between adult-child and child-child. It is a qualitative study based on the perspective of exploratory research involving interviews with professionals from two infant education centers belonging to the municipal system of teaching Vitória (ES), Brazil and observating early childhood education classrooms containing babies with disabilities. The data show that early childhood education is still perceived as a space for care, without the dialectical character involving education and caring. This characteristic changes from space to space depending on the concepts of the children’s education professionals concerning the child, childhood and inclusion. The interviews show an ambiguity in relation to two realities observed, where one assumes inclusion and the other that the common school is not equipped to receive children requiring special care and education.

Keywords : Early Childhood Education; School Inclusion; Childhood.

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