A inclusão de crianças com Síndrome de Down em uma creche municipal do Recife: desafios e possibilidades

Abstract

Down's Syndrome children have been increasing in our day care centers and schools, so it turns essential that professionals to be prepared to receive them and provide an environment which allows them to develop integrally. This research describes the inclusion of Down's Syndrome children in order to understand how occurs the inclusion in a Municipal Daycare in Recife in practice. The specific aims were 1) to identify and describe the pedagogical activities carried out by professionals at the Daycare Municipal Center (teachers and trainees) of Down's Syndrome children to promote the school inclusion, 2) to describe the routine faced by children with Down's Syndrome in the school and, 3) to analyze the didactic and pedagogical materials used by daycare professionals. The interviews were conducted with the daycare professionals and the school observations as well routine experienced by the children were carried out. The data were analyzed, transcribed, and divided into categories using the videography method and inspired by Bardin's content analysis, and the findings were linked to the theoretical basis of this study. From these categories, it has been observed that Down's Syndrome children were included in the school routine and participated in the pedagogical routines with few adaptations. Therefore, we conclude there is still much to be done regarding the inclusion of children with disabilities in Childhood Education, however, recognizing their potentials as well as materials and appropriate training support, it will further the full development of these children.