EDUCAÇÃO INCLUSIVA NA EDUCAÇÃO INFANTIL E NOS ANOS INICIAIS DO ENSINO FUNDAMENTAL: DESAFIOS E POSSIBILIDADES DAS PRÁTICAS PEDAGÓGICAS

Abstract

ABSTRACT: This article analyzes the main challenges and possibilities of inclusive pedagogical practices in Early Childhood Education and the early years of Elementary Education. The study aims to understand how the organization of pedagogical work can foster the participation and learning of children with different needs in everyday school contexts. The research adopts a qualitative approach, with bibliographic and documentary procedures and a descriptive-analytical character, based on Brazilian studies published mainly between 2021 and 2026 and on educational documents related to Special Education from an inclusive perspective. The results indicate that inclusion is not limited to access to mainstream schooling, but also involves participation, learning, organization of spaces, flexibility of activities, teacher education, and collaborative work. The studies analyzed reveal difficulties in initial and continuing teacher education and in translating normative guidelines into effective practices. At the same time, they identify possibilities related to flexible planning, observation of students' responses, continuing in-service education, shared planning, and collaboration among professionals. It is concluded that inclusive practices become stronger when they are integrated into the school's pedagogical organization and understood as a collective responsibility. Keywords: Inclusive education; Early Childhood Education; Pedagogical practices.