Práticas Inclusivas na Escola: Um Estudo Preliminar de Co-construção de uma Intervenção Preventiva com Educadores da Educação Infantil

Abstract

This research is based on the Prevention Science, whose studies are articulated and provide continuous feedback to the field. It is situated in the phase of intervention development, being elaborated alongside studies of needs assessment on interpersonal relationships in the context of early childhood education, undertaken by researchers from the group to which the author belongs. Among the findings of those studies was the need of promoting prosocial behavior and inclusive school environments. With the concern of promoting a healthier development and a more nurturing society, the theoretical reference that also underlies this study is Behavior Analysis. In this context, this study aimed at providing subsidies on inclusive education, through dialogues with a school and the literature, for the development of an intervention focused in promoting prosocial behavior, which will be evaluated in future studies. Formative research was carried out, using secondary and empirical sources and a mixed methods design, namely: Integrative Literature Review (Study 1) and Descriptive Research (Study 2). Study 1 was carried out with searches in ERIC, Pepsic, LILACS, PsycInfo, SciELO and Scopus databases, covering the period from 2009 to 2020, and combining the following keywords with boolean operator (AND): social skills/prosocial behavior, school, intervention and inclusion and its correlates in Portuguese. Selected studies, based on inclusion and exclusion criteria, were analyzed according to pre-established thematic categories. Most of the interventions aimed at promoting social skills and were developed in countries in the north hemisphere, showing positive results in at least one of the intended outcomes. Study 2 was carried out in a public municipal preschool in southeastern São Paulo, which included a sample of four teachers and four school managers. Data were collected through questionnaires and a discussion guide for a focus group. Descriptive and thematic analysis were performed. Results of the Study 2 showed significant difference between teachers and school managers regarding inclusive indicators. Teachers indicated sensitive issues towards a more inclusive school, and the importance of exchanges and dialogues between the teaching and school management team regarding inclusion was evidenced. Regarding contextual variables that facilitate and hinder inclusive practices, as well as strategies and contents informed by managers for the construction of the intervention, a focus on Special Education was evidenced rather than a broader view of the inclusive process, which should embrace everyone in the school community. When considering the two studies carried out, as formative research, it is expected that they might contribute to the advancement of the prevention research cycle in Brazil, as well as to the Inclusive Education field. In the national scenario, this study adds to others that preceded it by providing relevant information for the decision-making process regarding public policies.

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