A INCLUSÃO DE CRIANÇAS COM SÍNDROME DE DOWN: práticas pedagógicas e afetividade

Abstract

This paper approaches the inclusion of children with Down Syndrome in school, the influence of affection, and the pedagogical practices. Such an approach is justified to understand that the affection in the teacher student relationship is one of the important factors to be analyzed by the educators, up to an inclusive education, and how the pedagogical practices are worked in the scholar ambit. At first, these practices start with the students’ previous knowledge about the world around them. The objective of this bibliographic research is to analyze in which way the students with Down Syndrome are included in the political-social context, in the classroom, and how some information about these people’s genetic can facilitate or hinder the learning process. The affective relationship established with the students is what will boost a meaningful learning, and will be the fuel to the development of the learning. The scholar context must be aligned to the children’s possibilities of changes, limits, and adaptations. It is necessary so much planning, teacher prepping, resources, and support materials to facilitate, and promote interactions that favor these students’ learning, so that they have autonomy in their daily life. It is believed that by a meaningful curriculum, with new ideas, the educators will contribute to the global development of these students, making the difference in their life, allowing that they have a better place in the world.