INCLUSIVE EDUCATION AND PORTUGUESE LANGUAGE TEACHING: PEDAGOGICAL STRATEGIES FOR DEVELOPING READING, INTERPRETATION, AND TEXT PRODUCTION SKILLS IN 6TH-GRADE STUDENTS WITH SPECIAL EDUCATIONAL NEEDS (PAEE)
DOI:
https://doi.org/10.63330/aurumpub.067-094Keywords:
Inclusive Education, Portuguese Language, Special EducationAbstract
This pedagogical intervention project addresses the importance of inclusive education in Portuguese language teaching, focusing on students who are the target audience of Special Education (PAEE) in the 6th grade of Elementary School. The proposal emerged from observations during supervised teaching practice, which revealed difficulties in reading, textual interpretation, and written production. Its objective is to develop inclusive pedagogical strategies through active methodologies, multimodal resources, and curriculum flexibility, in accordance with the Brazilian National Common Curricular Base (BNCC). Through diagnostic activities, workshops, and assessments, the project is expected to promote linguistic development, increase student participation, strengthen autonomy, and contribute to meaningful and equitable learning.
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References
BRASIL. Ministério da Educação. Base Nacional Comum Curricular. Brasília: MEC, 2018. Disponível em: http://basenacionalcomum.mec.gov.br/. Acesso em: 2 jun. 2026.
BRASIL. Ministério da Educação. Política Nacional de Educação Especial na Perspectiva da Educação Inclusiva. Brasília: MEC/SEESP, 2008. Disponível em: http://portal.mec.gov.br/arquivos/pdf/politicainclusiva.pdf. Acesso em: 2 jun. 2026.
MANTOAN, Maria Teresa Eglér. Inclusão escolar: o que é? por quê? como fazer? 2. ed. São Paulo: Moderna, 2015.
VYGOTSKY, Lev Semenovich. A formação social da mente: o desenvolvimento dos processos psicológicos superiores. 6. ed. São Paulo: Martins Fontes, 1998.
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