Special Education; Pedagogical Work; Collaborative Training; Historical-Cultural Theory; Early Childhood Education; School Inclusion.

This research is associate with the programa de Pós-Graduação em Educação Especial (PPGEESP) da Universidade Federal do Rio Grande do Norte (UFRN) and focuses on inclusive pedagogical work (IPW) in early childhood education. The study aimed to identify the conceptions and practices of early childhood education professionals in a Centro Municipal de Educação Infantil (CMEI) in the greater Natal area (Rio Grande do Norte) regarding inclusive pedagogical work through collaborative training. Adopting a qualitative, exploratory approach grounded in collaborative research principles, the study engages with Historical-Cultural Theory and discussions on Pedagogical Work, Inclusion, History, and Policies. Data collection and production methods included online questionnaires, four audio-recorded reflective meetings with the institution's professionals, and analysis of the CMEI's political-pedagogical project. Data analysis was based on Discursive Textual Analysis methodology, with categories emerging directly from the research's theoretical framework. The study organized its findings into three main categories. The first category, "Understanding Inclusive Pedagogical Work: Perspectives and Practices in a Municipal Center for Early Childhood Education," explored varying inclusive pedagogical workconceptions and practices among early childhood education professionals, emphasizing pedagogical intentionality, attentive observation, routine, and concrete working conditions to ensure inclusion. The second category, "Dialogues on Pedagogical Work: Perceptions of Early Childhood Education Professionals at CMEI about Children with and without Disabilities," examined initial understandings of Inclusive Pedagogical Work, conceptions of disability, and the meanings attributed to it, along with examples of Inclusive Pedagogical Work practices. The third category, "Evaluation and Reflections on the Meetings: Thinking about Collaborative Practice for Inclusive Pedagogical Work," discussed the outcomes of collaborative training and its importance for reflecting on and organizing pedagogical work. The research highlighted the need for collaborative practices and continuous discussion spaces about pedagogical work at CMEI as essential for inclusion, while also noting the lack of resources, time, and space available for these reflections. Additionally, a booklet was systematized to promote collaborative training and reflection on inclusive pedagogical work in early childhood education.