THE ROLE OF THE MANAGEMENT TEAM IN PROMOTING INCLUSIVE EDUCATION IN EARLY CHILDHOOD EDUCATION

Abstract

This article analyzes the role of the school management team in promoting inclusive education in Early Childhood Education, considering the importance of school leadership in organizing pedagogical practices capable of welcoming children’s singularities. It is a bibliographic review with a qualitative and exploratory approach, based on authors who discuss school inclusion, democratic management, child development, curriculum, mediating assessment, and teacher education, as well as Brazilian educational laws and official documents. The study aims to understand how the management team can contribute to building inclusive, participatory, and accessible environments in the first stage of Basic Education. The methodology consisted of an interpretative analysis of theoretical productions and legal documents related to Early Childhood Education and inclusive education. The results indicate that school management plays a strategic role in articulating continuing education, collective planning, curriculum adaptation, formative assessment, accessibility resources, dialogue with families, and strengthening the Political-Pedagogical Project. The study concludes that inclusion in Early Childhood Education depends on democratic, sensitive, and collaborative management capable of transforming legal principles into everyday practices that ensure participation, learning, and integral development for all children.