BEYOND READING DIFFICULTIES: THE ROLE OF SCHOOL AND FAMILY IN BUILDING INCLUSIVE PEDAGOGICAL PRACTICES FOR STUDENTS WITH DYSLEXIA

Abstract

The present study is grounded in the perspective of historical-critical pedagogy to analyze the role of schools and families in the process of including students with dyslexia in Elementary Education. It understands that the difficulties faced by these students do not primarily stem from the disorder itself, but from historically constructed ways of organizing curriculum, assessment, and pedagogical work. Inserted within a school logic marked by the homogenization of teaching and learning processes, dyslexia tends to be interpreted as an individual deficiency, which legitimizes exclusionary practices under the discourse of pedagogical normality and school meritocracy. Considering that the social function of the school is to ensure access to historically produced knowledge, the study problematizes the contradiction between the right to inclusive education and the persistence of rigid curricula and classificatory assessments, which operate more as mechanisms of selection than as instruments for mediating learning. From this perspective, dyslexia exposes the limits of a school model that holds students accountable for failure, renders pedagogical inequalities invisible, and naturalizes exclusion as the result of individual incapacity. The general objective of the study was to critically analyze the role of schools and families in the inclusion of students with dyslexia in Elementary Education, with an emphasis on curricular and assessment practices. The methodological procedure adopted was a bibliographic review, based on academic publications, scientific articles, and legal documents related to inclusive education. The results indicate that the inclusion of students with dyslexia still occurs in a superficial manner, limited to isolated adaptations and disconnected from a consistent curricular reorganization and from assessment practices oriented toward monitoring students’ actual and potential development. It is concluded that the effective realization of inclusion requires a critical revision of the curriculum, the overcoming of merely classificatory assessment, and the political-pedagogical commitment of schools and families to an educational project that truly ensures the right to knowledge for all.