Abstract:

Abstract This article aimed to analyze the state of the production of studies and research with/on babies with disabilities in Early Childhood Education, based on a literature review carried out with the Oasisbr database (2008-2021), with the National Policy for Special Education in Perspective of Inclusive Education (PNEEPEI) as a time frame. We started with the following question: what do studies and research on babies with disabilities in Early Childhood Education indicate? The results were analyzed descriptively and interpretively from the axes: topics of interest; research modalities and collection instruments, which indicated both the scarcity and the need to expand work that favors inclusion in Early Childhood Education and public policies that guarantee specialized educational care for babies with disabilities. It is concluded that there is still a significant gap when it comes to research aimed at inclusion in Early Childhood Education - particularly babies with disabilities - this being a challenge in the field to be faced, given the fact that research can contribute with possible paths for the construction of integrated public policies for the care of babies with disabilities.

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