Resumo

FREITAS, Ana Paula de; DAINEZ, Débora  e  CARVALHO, Claudia Adriana Silva de Mello. INCLUSIVE PEDAGOGICAL PRACTICES AND PROCESSES OF APPROPRIATION OF WRITTEN LANGUAGE. Revista Teias [online]. 2021, vol.22, n.66, pp.152-165.  Epub 06-Fev-2023. ISSN 1982-0305.  https://doi.org/10.12957/teias.2021.57860.

This article addresses the subject of literacy and inclusive pedagogical practices and investigates the process of appropriation of written language and the possibilities of development of a student with the diagnostic hypothesis of intellectual disability enrolled in the second year of elementary school. It is theoretically and methodologically based on the cultural-historical perspective. The analysis of classroom situations allows us to argue that literacy practices integrate the social situation of development, enabling the constitution of new psychic formations. It is considered that the teaching proposals of written language should prioritize children and their experiences, the multiple relationships it establishes with language, and enunciative situations that encompass formal aspects and the production of meanings.

Palavras-chave : cultural-historical theory; written language; special education..

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