EARLY CHILDHOOD EDUCATION AND PROCESSES OF IN/EXCLUSION: A LITERATURE REVIEWThis article presents a literature review on processes of in/exclusion in Early Childhood Education, focusing on the framework of Foucauldian studies. A search was conducted in the following digital repositories: the Journal Portal and the Catalog of Theses and Dissertations of the Coordination for the Improvement of Higher Education Personnel (CAPES), the Digital Repository of the Federal University of Rio Grande do Sul (UFRGS), the Institutional Repository of the State University of Rio Grande do Sul (UERGS), and Google Scholar. The following search terms were used: Early Childhood Education; in/exclusion; Michel Foucault. The time frame covered the period from 2008 to 2023, since 2008 was the year in which the National Policy on Special Education from the Perspective of Inclusive Education was published. Seven studies were selected, from which, through reading and analytical work, it was possible to organize the discussion into two axes. The first emphasizes pedagogical action as tensioned by the pathologization and medicalization of childhood. The second highlights the centrality of Specialized Educational Service (SES) and of the specialist teacher, showing that pedagogical action in inclusive processes has been directed toward the responsibility of SES. The studies reveal the predominance of a binary view (inside-outside), based on the child’s disability, indicating the need to call into question the productive character of this view.
KEYWORDS:
Early Childhood Education; In/exclusion; Michel Foucault; Literature review.