O AEE e o trabalho articulado na educação infantil: por uma escuta ao corpo e um olhar sensível às diferenças

Starting from the assertion that the body is the axis of relation with others and the environment, considering time, space, culture, and the individuals' experiences, we defend the understanding that it is through the body that one comes to know the world, and the world is embodied in the body through its experiences and subjective relationships established by it. From this perspective, this doctoral research emerged with the objective of analyzing the dimensions of a collaborative training proposal, considering the body in the learning processes of children with/without disabilities and its implications for the practices of Special Education teachers and regular classroom teachers in Early Childhood Education. Methodologically, we anchor ourselves in the alterity and dialogical dimensions of qualitative research, through the lens of collaborative research, defending the thesis that when we consider the body as the protagonist of the educational act, we are contributing to the learning processes of children with/without disabilities (BOGDAN; BIKLEN, 1994; IBIAPINA, 2008; GASPAROTTO; MENEGASSI, 2016). Considering this, we seek the realization of formative work within the inclusive perspective, integrating the practices of the Special Education Teacher (AEE) with the regular classroom at a Municipal Center for Early Childhood Education in the city of Natal. The teacher training was grounded in the theoretical epistemology of philosopher MerleauPonty (1999), considering that the teacher needs to sensitize their pedagogical practice through paths that take into account the body in motion, in light of the phenomenology of perception. This includes considering the experience of feeling and perceiving beyond a physical and biological body, but a body that is constituted by the stories, affections, and memories built upon their learning, intertwined in a relationship of senses and meanings (NÓBREGA, 2015). Regarding the collaborative nature, we developed formative moments through an extension course, considering the ten ...