Quero meu lugar: a inclusão de aluno na turma de anos iniciais no contexto escolar

Abstract

Through this work, linked to the Pedagogy - Evening course, at the Federal University of Santa Maria (UFSM), I sought to reflect on the relationships of a certain Early Years class in the public network of the Municipality of São Pedro do Sul/RS, with a colleague with epilepsy, addressing inclusion. To achieve this objective, the behavior of classmates within the school environment was observed. As a theoretical reference, I took Education and Pedagogy documents, as well as articles on inclusion and epilepsy, taken from different reference sources. I bring the authors studied during the course and specialists in the educational field, including Paulo Freire, John Dewey, Jean Piaget, Lev Vygotsky, Emília Ferreiro, Jean-Jacques Rousseau and Maria Montessori, among others. The methodology is qualitative and brings narratives that were composed through the production and understanding of memories and experiences with data collection and analysis, narrating inclusive and non-inclusive scenes in a municipal school. The work was carried out through a case study qualitative research and objective reports of experiences, to understand human behavior, based on authors such as Piaget and Vygotsky. I arrived at the results that interactions happen through everyday relationships between students in their groups. Through scenes of inclusion and non-inclusion and their appropriate observations, it is possible to perceive the interactions between children, the school environment and the adults around them. These observations and care can lead to an increasingly inclusive education, as we are attentive and sensitive to what happens daily, making it possible to use actions, scenes and games.