Educação inclusiva na primeira infância em creches públicas

Abstract

This work is based on the thesis, despite having Public Policies that work to strengthen the Rights of Children with Disabilities, there is a culture of denial of these children in Early Childhood in Public Day Care, where the right to education and human development is neglected. It is intended to demonstrate that Manaus, the fourth network in Brazil does not serve 1% of children with disabilities in municipal public day care centers. It is known that from 0 to 3 years of age the higher the stimulation, the greater the cerebral development from the perspective of children and recreation. If the child does not have access to opportunities, it further contributes to abysmal exclusion. The purpose of this work was to analyze and understand how the Special Education Policy in the perspective of Inclusive Education can make exclusive the educational service directed to the First Childhood (0 to 3 years) of the children said with deficiency / defect in Public Crèches. in order to reach the projected objective, methodological procedures of documentary research were used, in an approach to the data made up of Laws, Decrees, Declarations, reports, statistical data built together with day care centers, in a sample of 10 years of children attending public childcare centers municipalities of Manaus, based on the hermeneutic-dialectical method, which sought to understand the meanings of the data presented. It is concluded that, the inclusion in Manaus is non-existent, in the form in which laws are signaling, as neither access to enrollment children with disabilities possess. From the point of view of the Historical-Cultural Theory, disability is social, which is demonstrated in the exclusion of these children in the public school system, where it should be a place of potential development.