Desenvolvimento de um ambiente inclusivo na Educação Infantil do interior de Mato Grosso do Sul a partir de uma sequência didática sobre a diversidade na natureza

Abstract

This dissertation presents the steps for developing research at the master's level within the Postgraduate Program in Education at the Federal University of Mato Grosso do Sul, Pantanal Campus. Considering the principles of the World Declaration on Education for All and the Salamanca Declaration, established in the 1990s, inclusion is necessary and encompasses the participation of all, regardless of differences and diversity. In this sense, it is important to consider history and culture as defended by the Historical-Cultural Theory, enabling a comprehensive education for all children in school. From this, the following question is posed: how can investigating diversity in nature, when approached through a didactic sequence, favor the development of an inclusive environment in early childhood education, contributing to the formation of social attitudes that promote acceptance and appreciation of differences among children? The hypothesis guiding this investigation is that implementing a teaching sequence on diversity in nature in early childhood education can promote an inclusive environment and favorably alter children's social attitudes towards diversity and inclusion. It is worth emphasizing that the development of an inclusive environment, which fosters harmonious coexistence among children with different characteristics, is essential. Therefore, this work has the general objective of investigating the effects of the teaching sequence on the development of an environment that fosters social attitudes, and the specific objectives of developing a teaching sequence on diversity in nature for the final year of early childhood education, developing this teaching sequence in practice, and analyzing children's social attitudes towards inclusion before and after participating in the teaching sequence on diversity in nature. The methodology includes bibliographic research in the Scientific Electronic Library Online, Oasisbr, and the repository of the Federal University of Mato Grosso do Sul, using the following keywords: "teaching sequence and early childhood education," "teaching sequence and inclusion," and "teaching sequence and inclusive environment." Subsequently, two classes (A and B) from the final year of Early Childhood Education are chosen, with class A being the quasi-experimental group and class B the quasi-control group. They respond to the Children's Likert Scale of Social Attitudes towards Inclusion. Concurrently, a didactic sequence on the topic is developed and then applied to class A. Later, both class A and class B respond to the scale again, which is analyzed by tabulating the data, calculating the scores, and algebraically summing the points obtained. It is worth highlighting that the research development respects all ethical elements foreseen in research with human beings.

Keywords: inclusion; Early childhood education; didactic sequence in early childhood education.