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The objective of this bibliographic study is to discuss the impacts of pre-school compulsion on teachers' actions and the challenges to the accomplishment of an inclusive quality pedagogical work that promotes the integral development of all children, regardless of their physical condition or intellectual. This is because, although legislation and public policies recognize children as subjects of rights, including the right to education from birth, there is also a setback in legal measures, since Constitutional Amendment No. 59/09 determines enrollment compulsory from the age of four; which may lead to the fragmentation of pedagogical work between kindergarten and pre-school, as well as the anticipation of schooling and early literacy.

A inclusão na pré-escola obrigatória: uma análise da legislação