TEACHING IN EARLY CHILDHOOD EDUCATION: POINTS AND COUNTERPOINTS OF AN INCLUSIVE EDUCATION

Abstract

The text aims to analyze the concept of inclusion of Early Childhood Education teachers and the implications for pedagogical work. The qualitative research was made with eight teachers using semi-structured interviews. The results show that teachers do not understand inclusion as a process based in collectively constructed actions that involve working conditions, school infrastructure and training to support their pedagogical practices. It is concluded that it is necessary to expand the debate and affirmative actions in the inclusive perspective to all teachers.