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|Title:||Inclusive Education In The Pre-school Context: Focus On Pedagogical Work|
Debora; Bustamante Smolka
|Abstract:||This study is based on a research carried out place at a municipal pre-school in the city of Sao Paulo (State of Sao Paulo), during 2014 and 2015. Ever since a group of teachers has given their testimony about their own work, so as to debate about the context specific conflicts, via self-confrontation, themes were roused by the teachers, such as the educational work with a child with multiple learning disabilities. This problem is highlighted when the teacher shared her experience with a class having children aged 0 to 3 years old, in which that child took part in. We started our study based on the teacher's saying based on the images recorded in class. We examined the ways of perception of the teacher regarding teacher-children-child with learning disabilities and about the necessary conditions to keep the participation of each one in the dynamics of the interactions and in the activity. We could notice in the conflict analysis how to take care of the multiple deficiency child's peculiarities and the class needs in some institutional conditions. We kept taking propositions so as to project the educational conditions, which potentize the pedagogical work with learning disabilities.|
|Editor:||Universidade Metodista de Piracicaba - UNIMEP|
|Citation:||ComunicaÃ§Ãµes . Universidade Metodista De Piracicaba - Unimep , v. 23, p. 151 - 166, 2016.|
|Appears in Collections:||Unicamp - Artigos e Outros Documentos|
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