Vivências e oportunidades de aprendizagem : a criança de 3 anos com deficiência e seus pares na escola de educação infantil

Abstract

This study deals with the experiences and learning opportunities of the 3-year-old child with disabilities in Early Childhood Education, and proposes to understand how he lives in the school context. For this, from a sociological perspective (SARMENTO; FERNANDES; TOMÁS, 2017) for childhood, it aims to analyze how the learning opportunities are experienced (SERRANO, 2003) by children and understand how adults perceive the presence of children with disabilities in the school context. The research is configured as qualitative, exploratory and uses as tools of data collection participant observation, semi-structured interview with the school management team and class teachers, in addition to recording in the field diary the observations made within the school context. A class composed of 19 children, one with a disability in the metropolitan region of Porto Alegre, from the regular school system, was followed and observed in school activities and spaces between the months of May to July 2019, totaling 88 hours of observation. The data obtained through observations and interviews were analyzed using the Textual Discursive Analysis (ATD), by Moraes and Galiazzi (2006). It was possible to notice that the interactions between children and adults and children and their peers provided a series of learning opportunities for the subjects involved. The interaction with a child with a disability made it possible for other children to build learning about new movements and body skills, expanding different games with their own bodies in the toy position, in addition to developing affective and promoting inclusion / welcoming relationships. When adults, when they relate to a child with a disability, they perceived themselves as more capable of offering help and support, managing to develop strategies to remedy, as far as possible, their needs. The central role that play plays in these learning opportunities was evidenced, and the relevance of affective interactions between subjects. It was also noticed how the diaper change can be carried out in a way that encourages the child's autonomy, forming and strengthening affective bonds. Finally, it was possible to identify that the perception of adults about the abilities and skills of a child with a disability was built through the affective relationship with him. Keywords: Child with disabilities; Nursery; 3 years; Learning opportunities; schoolcontext.