Práticas pedagógicas inclusivas na educação infantil: o PEI, as adaptações e a mediação docente no cotidiano da sala de aula

This article analyzes inclusive pedagogical practices in Early Childhood Education, with an emphasis on the Individualized Education Plan (IEP), activity adaptations, teacher mediation, and the organization of accessible learning environments. Based on a bibliographic and reflective approach, the discussion brings together Brazilian curricular guidelines and theoretical contributions on learning, development, and inclusion. The study examines planning based on observable objectives, functional communication, the use of concrete materials, visual resources, play-based activities, autonomy, and ongoing assessment. It argues that adaptation does not mean indiscriminately simplifying learning experiences, but rather removing barriers while preserving pedagogical intentionality and children's participation in the group. It concludes that consistent inclusive practices depend on observation, planning, ongoing review of support strategies, and collaboration among professionals, while ensuring that students' individual data are not disclosed.