READING AND WRITING WITH STUDENTS WITH PECULIAL LEARNING CONDITIONS IN AN INCLUSION CONTEXT

Abstract

Based on the assumptions of the Bakhtin Circle, this article aims to discuss the expansion of the socioideological consciousness of the teacher in a teaching situation to student who present peculiar learning conditions, based on collaborative training practices with an emphasis on reading and writing, based on a social, evaluative and ideological plan of
the language/discourse. It is, therefore, a qualitative-interpretative research, from the perspective of a case study, taking into account the practice of a 4th grade teacher, of elementary education in a public school, in a classroom that presents a
student with peculiar learning conditions. The data come from a collaborative work developed with the teacher at a theoretical, methodological and practical level, having reading and writing activities as its core. The results indicate that: a)
the teacher seeks alternatives in the classroom that can promote the development of reading and writing in students with unique learning conditions; b) the discursive interactions between teacher and researcher, in collaborative work, propitiated the expansion of the teacher's socioideological consciousness in teaching reading and writing in the classroom, from a
dialogic perspective, contributing for all students to understand and work with the language/discourse in its living integrity.