A escola parceira da comunidade na inclusão social no âmbito da educação infantil (creche e pré-escola)

Abstract

This article seeks to contemplate studies that deal with the school as a partner in social inclusion, adding values ??and involving the family in the teaching/learning process. The school is configured as a potentialized space for pedagogical practices. Inclusion, therefore, implies changing this current educational paradigm, so that it fits into the school education map that we are tracing. The path from exclusion to social inclusion of children with special educational needs is long, takes some time and is directly linked to the socioeconomic environment in which the individual is inserted. These factors are crucial for the advancement and success in the teaching/learning process. The school and the family, therefore, must strengthen the bonds, especially when it comes to children with special educational needs (SEN). The success of this training proposal in schools points out as indicators: the recognition and appreciation of differences, as an enriching element of the teaching-learning process; teachers aware of the way they work, to promote learning for all students. In practice, observing the teaching of classes in a playful activity, other students interact at all times with students with special needs, I realized that for these children there is no distinction with students with disabilities.