The work of teachers in early childhood education and the learning of the child with czs

Abstract

This study focuses the subjective dimension of teachers of the early childhood education that need to think and plan an inclusive pedagogical practice aiming integrate to the regular classroom and to children with Congenital Zika virus Syndrome (CZS) because of we considerate that the right to learning is fundamental. Thus, was questioned about the learning of the children with CZS, what these teachers reflect? As objective we thought: (I) Learn the senses and meanings that these pro fessional make about the process of development and the learning of the children with CZS, inserted in public schools of the county of Campina Grande and (II) follow and register the pedagogical routine of the teachers of the early childhood education with CZS. Then, was realized Studies of Multiple Cases for the analyses, configurated in the qualitative approach of research. The data analysis has opted the Vygotskian historical-cultural perspective and contemporary contributors. The results reaffirm the relevance of the continuum formation in this segment of teaching-learning and pedagogical work that promotes dynamic methodological planning, creative with aiming the promoting of the integral development of the children with CZS.