Cultural diversities, disabilities and inclusion: the curricular power of early childhood education
The subject of the article concerns the background knowledge with which teachers of Early Childhood Education in São Paulo have responded to Inclusive Education. The objective is to demonstrate that at the intersection between cultural diversities and disabilities, it has proved to be a great curric...
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2021 |
| País: | Brasil |
| Institución: | Universidade Federal de Alagoas (UFAL) |
| Repositorio: | Debates em Educação |
| Idioma: | portugués |
| OAI Identifier: | oai:www.seer.ufal.br:article/12549 |
| Acceso en línea: | https://www.seer.ufal.br/index.php/debateseducacao/article/view/12549 |
| Access Level: | acceso abierto |
| Palabra clave: | Diversidades deficiências potência curricular Diversities disability curriculum power |
| Sumario: | The subject of the article concerns the background knowledge with which teachers of Early Childhood Education in São Paulo have responded to Inclusive Education. The objective is to demonstrate that at the intersection between cultural diversities and disabilities, it has proved to be a great curriculum power in exemplary ways of responding to the presence of foreign migrant children with disabilities. Methodologically, scenes recorded in field notebooks, annotated in ethnographic research of a broad research program, were used. The scenes were analyzed based on the educational anthropology of Roy P. McDermott and Hervé Varenne. The results made it possible to conclude that teaching with young children expresses a curriculum practiced with the potential to strengthen Inclusion in all Basic Education. |
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