Formação docente para a educação inclusiva: reflexões a partir de um relato de experiência na educação infantil

Abstract

This study addresses the importance of teacher education for the implementation of inclusive education, aiming to analyze the challenges faced by teachers in the inclusion of children in Early Childhood Education, based on an experience report developed during a supervised internship. The research adopts a qualitative approach, based on a bibliographic review combined with an experience report, seeking to relate the specialized literature to a situation observed in the school context. The study discusses the foundations of inclusive education, the main legal frameworks that guarantee the right to education for persons with disabilities, and the importance of both initial and continuing teacher education for the development of inclusive pedagogical practices. The experience report highlights the challenges faced by a teacher in supporting a child who, at the time, had not yet received a formal diagnosis, emphasizing the need for teaching practices grounded in observation, inclusion, and the adaptation of pedagogical strategies. It is concluded that teacher education is an essential element in promoting high-quality inclusive education, enabling teachers to act in a critical, sensitive, and committed manner to ensure the learning and development of all students, regardless of the existence of a formal diagnosis.