<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1982-0305</journal-id>
<journal-title><![CDATA[Revista Teias]]></journal-title>
<abbrev-journal-title><![CDATA[Revista Teias]]></abbrev-journal-title>
<issn>1982-0305</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação - ProPEd/UERJ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-03052021000300152</article-id>
<article-id pub-id-type="doi">10.12957/teias.2021.57860</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[PRÁTICAS PEDAGÓGICAS INCLUSIVAS E PROCESSOS DE APROPRIAÇÃO DA LINGUAGEM ESCRITA]]></article-title>
<article-title xml:lang="en"><![CDATA[INCLUSIVE PEDAGOGICAL PRACTICES AND PROCESSES OF APPROPRIATION OF WRITTEN LANGUAGE]]></article-title>
<article-title xml:lang="es"><![CDATA[PRÁCTICAS PEDAGÓGICAS INCLUSIVAS Y PROCESOS DE APROPIACIÓN DEL LENGUAJE ESCRITO]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Freitas]]></surname>
<given-names><![CDATA[Ana Paula de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Dainez]]></surname>
<given-names><![CDATA[Débora]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Carvalho]]></surname>
<given-names><![CDATA[Claudia Adriana Silva de Mello]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade São Francisco Programa de Pós-Graduação em Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de São Carlos Departamento de Ciências Humanas e Educação Programa de Pós-Graduação em Educação]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af3">
<institution><![CDATA[,Secretaria de Educação do Município de Itajubá  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2021</year>
</pub-date>
<volume>22</volume>
<numero>66</numero>
<fpage>152</fpage>
<lpage>165</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-03052021000300152&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-03052021000300152&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-03052021000300152&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo aborda a temática das práticas pedagógicas alfabetizadoras e inclusivas e visa investigar o processo de apropriação da linguagem escrita e as possibilidades de desenvolvimento de um aluno com hipótese diagnóstica de deficiência intelectual matriculado no segundo ano do ensino fundamental da educação básica. Fundamenta-se teórica e metodologicamente na perspectiva histórico-cultural. As análises das situações de sala de aula permitem argumentar que as práticas alfabetizadoras integram a situação social de desenvolvimento, possibilitando a constituição de novas formações psíquicas. Considera-se que as propostas de ensino da linguagem escrita devem priorizar as crianças e suas vivências, as múltiplas relações que ela estabelece com a linguagem e as situações enunciativas que englobam os aspectos formais e a produção de sentidos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract 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.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo aborda la temática de la alfabetización y las prácticas pedagógicas inclusivas y tiene como objetivo investigar el proceso de apropiación del lenguaje escrito y las posibilidades de desarrollo de un alumno con hipótesis diagnóstica de discapacidad intelectual matriculado en el segundo año de educación básica en educación básica. Se basa teórica y metodológicamente en la perspectiva histórico-cultural. El análisis de las situaciones del aula permite argumentar que las prácticas de alfabetización integran la situación social del desarrollo, posibilitando la constitución de nuevas formaciones psíquicas. Se considera que las propuestas didácticas del lenguaje escrito deben priorizar a los niños y sus vivencias, las múltiples relaciones que establece con el lenguaje y las situaciones enunciativas que engloban los aspectos formales y la producción de significados.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[teoria histórico-cultural]]></kwd>
<kwd lng="pt"><![CDATA[linguagem escrita]]></kwd>
<kwd lng="pt"><![CDATA[educação especial.]]></kwd>
<kwd lng="en"><![CDATA[cultural-historical theory]]></kwd>
<kwd lng="en"><![CDATA[written language]]></kwd>
<kwd lng="en"><![CDATA[special education.]]></kwd>
<kwd lng="es"><![CDATA[teoría histórico-cultural]]></kwd>
<kwd lng="es"><![CDATA[lengua escrita]]></kwd>
<kwd lng="es"><![CDATA[educación especial.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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