Inclusive pedagogical action in early childhood education: evidentialism as a principle
In the presence of children who show some kind of impasse in learning, disability or autism, early childhood education is called to reinvent its ways of doing. The presented scene, a fragment of a case, shares the work of a teacher with a boy identified as autistic. The evidential paradigm proposes...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2022 |
| País: | Brasil |
| Institución: | Universidade Federal de Santa Catarina (UFSC) |
| Repositorio: | Zero-a-seis |
| Idioma: | portugués |
| OAI Identifier: | oai:periodicos.ufsc.br:article/89923 |
| Acceso en línea: | https://periodicos.ufsc.br/index.php/zeroseis/article/view/89923 |
| Access Level: | acceso abierto |
| Palabra clave: | Educação Infantil Inclusão Paradigma indiciário Early childhood education. School inclusion. Evidential paradigm. Early childhood education |
| Sumario: | In the presence of children who show some kind of impasse in learning, disability or autism, early childhood education is called to reinvent its ways of doing. The presented scene, a fragment of a case, shares the work of a teacher with a boy identified as autistic. The evidential paradigm proposes the observation of details and events that are not very evident in the daily life of day-care centers and preschools, but that are constitutive of the possibility of recognizing the multiple ways of inhabiting the school and becoming a child. |
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