Abstract

CONCEICAO, Aline de Novaes. Teaching practice: analysis of the development of a didactic sequence for working with inclusion in early childhood education. Rev. Diálogo Educ. [online]. 2025, vol.25, n.86, pp.1202-1218.  Epub Oct 24, 2025. ISSN 1981-416X.  https://doi.org/10.7213/1981-416x.25.086.ds07.

The objectives of this research are to present an instructional sequence developed for the final year of Early Childhood Education, aiming at the development of an inclusive environment, and to analyze its development based on students’ perceptions of disabilities, comparing them before and after the intervention. For this purpose, a class from a Municipal School of Early Childhood Education, with students aged 5 and 6 years, was selected. Initially, during Collective Study Time, the teachers of the selected school participated in training related to inclusion. At the end, a didactic sequence on the theme was elaborated to be worked with the students. Before and after working with this sequence, the students answered a questionnaire related to perceptions of disabilities, whose answers were categorized into: "unknowledge," "fantasy idea," "misinformed information," and "favorable response." There was an increase in favorable responses regarding the students' perception of all disabilities. The relative variation in relation to the initial value of favorable responses is 76.3%, demonstrating a significant increase in knowledge of the inclusive theme. The order of the most favorable to the least favorable responses was related to: Visual, Hearing, Physical, and Intellectual Disabilities.

Keywords : Didactic sequence; Didactic sequence and Early Childhood Education; Early Childhood Education; Inclusive environment; Inclusion.

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