INCLUSIVE PEDAGOGICAL PRACTICES IN THE EARLY YEARS OF ELEMENTARY SCHOOL

Abstract

Inclusive education has become, in contemporary society, one of the fundamental pillars of educational policies aimed at democratizing education and guaranteeing the right to education for all. In the early years of Elementary School, this commitment gains particular relevance, as it corresponds to the stage of schooling in which children's cognitive, social, emotional and cultural foundations are established. This article aims to analyze inclusive pedagogical practices developed in the early years of Elementary School, emphasizing their legal, theoretical and methodological foundations, as well as the challenges faced by teachers in everyday school life. This is a bibliographic study, based on authors who discuss inclusion, diversity, curriculum, pedagogical practices and teacher education, such as Mantoan, Mittler, Perrenoud, Freire, Glat and Sassaki, in addition to the analysis of legal documents that guide inclusive education in Brazil. The results indicate that inclusive pedagogical practices require intentional planning, curricular flexibility, use of active methodologies, formative assessment and continuing teacher education. It is concluded that the effectiveness of school inclusion in the early years depends not only on public policies, but also on the collective engagement of the school community, management and, above all, the teacher as a mediator of the teaching-learning process.