Resumo

SANTOS, Cristiane da Silva; PINTO, Glaucia Uliana  e  PINHEIRO, Maria do Carmo Morales. The body as a learning trigger: for an inclusive child education. Rev. Comunic [online]. 2016, vol.23, n.3, suppl., pp.223-239. ISSN 2238-121X.  https://doi.org/10.15600/2238-121X/comunicacoes.v23nespp223-239.

This paper discusses the school’s role and the educational practices with children with disabilities in early childhood education, which are still centered on a welfare bias (care and skill training) to propose another way of dealing with this public in terms of the human training at school according to Vygotsky’s perspectives. Thus, moving from a negative view, which looks at children with disabilities from their weaknesses and paralyzes them, we seek a look that empowers these children, seeing their existing strengths and possibilities. To do so, the text shows the body as the mobilizer of learning, that is, a socialization that triggers learning, with qualitatively superior interactions, enriched and capable of making this disabled-child-body effectively participant in life. Based on studies by Kohan, the text advocates both body experiences and experiences with the body that question certain established truths that socially mark it. Still in this perspective, it discusses the need for the body to be a catalyst in the training of teachers who deal with disabledchildren- bodies, so that really inclusive, vitalizing and transformative teaching practices may occur in early childhood education.

Palavras-chave : Elementary School; Inclusion; Educational Practices; Body.

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