Processos formativos: práticas de alfabrtização e le-tramento na perspectiva da inclusão escolar

Abstract

This research was carried out in the Postgraduate Program in Education at the Uni-versidade do Oeste Paulista (PPGE/Unoeste), in Research Line 01: Public Policies in Education, training processes and diversity. The problem addressed in this re-search arose, a priori, from a documentary research of Brazilian Laws related to the right to education and inclusion and from observations of the researcher as the mother of a student inserted in a traditional teaching context, feeling uncomfortable and always passionate about the world of inclusive education, she decided to study pedagogy in 2017. During the four years of my degree, I was already thinking about a pedagogical proposal to demystify the negative view of inclusion in education. In view of the above, the study's general objective is to analyze training processes, ex-ploring the possibilities for teaching practice in literacy, literacy and inclusion, from an autobiographical perspective, and to achieve this objective, we propose the fol-lowing specific objectives: To identify in official educational documents (national and municipal) and in the literature materials that address training for literacy and literacy practices that enable inclusion; To reflect on the central elements in child development related to literacy, literacy and inclusion, contrasting the researcher's pedagogical practices with the legal documents and the literature on training pro-cesses; To raise indicators for training processes related to literacy and literacy with a view to inclusion. This study adopts a qualitative approach, using documentary and (auto)biographical research, because this method allows us to understand and perceive the emotions and experiences lived in the context in which they are insert-ed, allowing the teacher-protagonist to share her personal experiences and perspec-tives on training processes, literacy and literacy practices, and school inclusion. This approach aims to provide a deeper and more contextualized understanding of the challenges and achievements faced by the teacher in her daily life. Considering the research approach adopted for this study, the following procedures were contem-plated: the state of knowledge; documentary analysis; the writing of narratives by the researcher herself. As a way of anchoring this study, a critical reflective analysis was outlined of the instabilities and setbacks presented by current and previous ed-ucational policies and, above all, regarding teaching and educational practice for inclusion in the school context. As a result, we sought to present practical examples within the narratives in order to show how to enable inclusive teaching and learning in the literacy and literacy phase, especially with regard to when teachers need to be truly qualified to work with inclusion. To this end, it was necessary to analyze the training processes so that the singularities of each student were respected, student protagonism was made effective, and affectivity and empa-thy were fostered through the activities carried out. From this, it became clear that teachers needed to have a voice in the school environment, not only through the interventions carried out in the classroom, but also by considering the exchange of ideas and experiences between peers and school management. It is worth empha-sizing that teachers, regardless of their area of training, should reflect on their edu-cational actions, thus becoming researchers not only of scientific knowledge, but also of what happens in the classroom, at school and in education in general.