Resumo

SILVA, Jacqueline Silva da; STEFFENS, Carine Rozane  e  PEREIRA, Rosiane Sousa. Educational public policies that permeate the pedagogical practice of Early Childhood Education in the perspective of School Inclusion. Ensino em Re-Vista [online]. 2022, vol.29, e013.  Epub 08-Jun-2023. ISSN 1983-1730.  https://doi.org/10.14393/er-v29a2022-13.

This study is the result of discussions held in the course Educational Public Policies, of the Stricto Sensu Postgraduate Program - MSc in Teaching, offered by the University of Vale do Taquari - Univates, Lajeado/RS. In this discipline, based on the problem-based learning (PBL) methodology and aimed to answer the following question: “How do educational public policies pervade teachers’ practices?” It analyzed, problematized, and reflected on some educational public policies designed for Children’s Education and the category of Special Education. The conclusion reached is that Children’s Education should encompass all children, with no exceptions, by ensuring them teaching quality and equity through ludic situations. The specialized education services should guarantee conditions to access school and remain there to students with disabilities or limitations. However, schools have to adjust to do this and develop teaching practices that secure that the learning rights meet each child’s needs and specificities, once the National Core Curriculum does not provide a division for Special Education because it is implicit that it is already included in any stage of teaching.

Palavras-chave : Educational Public Policies; Children’s Education; School Inclusion.

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