TEACHERS' CONCEPTIONS OF INCLUSIVE PEDAGOGICAL PRACTICES IN EARLY CHILDHOOD EDUCATION

The present study aimed to analyze, based on Brazilian scientific research, teachers' conceptions about pedagogical practices in early childhood education, considering the process of inclusion of children, target population of special education (TPSE). A literature review was carried out on articles from indexed journals, available at the CAPES Periodicals Portal, Google Scholar and Scielo. There were cataloged 10 scientific articles relating to the research theme in the period from 2016 to 2020. As main results, it became evident the need and urgency of studies and debates about the inclusion of SEN children, especially regarding the access to learning. The results show that teachers have favorable conceptions of inclusion and are committed to the development of diversified teaching practices with the purpose of including all children. However, there is a need for continued education in the area, support from the school team, human resources and materials so that the educational process of school inclusion may occur in a satisfactory manner.