II Simpósio- artigos agrupados Editado ate pagina 1035

the development of children with and without disability, for they have the opportunity
to socialize themselves with diversity and accept it as it is, contributing to the
acceptance of difference itself, since all people different characteristics. Thus, this study
aims to investigate how interaction among children with and without disability has been
going on in a public municipal institution for children education in the city of São Luís,
state of Maranhão. The type of research is exploratory and descriptive. The participants
are 19 children, among them, one child with disability. 12 of them are males, and 7 are
females, their ages are between 5 and 6 years old. The data were collected by means of
participant observation, semi-structured interviews, photographs and videos. The results
revel that children without disability behave in friendly way and with a feeling of
protection before children with disability. Children without disability show in their
interactions attitudes in favor of inclusion in relation to their classmates with disability.
Although children with disability have a restricted group of friends, they are shy and do
not often utilize oral communication with other children, they seem to be well in the
interaction with their classmates. In view of the facts, it is relevant to highlight the
inclusion of children with disability in children education, for the earlier the contact
among all children, the greater is the possibility of acceptance and naturalness before
differences, as well as the development of favorable social attitudes towards inclusion.
Keywords: children with and without disability. Children education. Interaction.
Inclusion.
INTRODUÇÃO
O presente artigo deriva de uma monografia desenvolvida no decorrer do
Curso de Especialização em Docência na Educação Infantil da Universidade Federal
do Maranhão, no qual se interessou em investigar as interações das crianças, visto
que de acordo com os estudos de Vital (2012) a interação entre crianças com e sem
deficiência na educação infantil favorece o contato com a diversidade, bem como
ajuda na supressão de preconceitos e de discriminações. Nesse sentido, Ribas (2011,
189