ALFABETIZAÇÃO E LETRAMENTO: NUANCE DA EDUCAÇÃO ESPECIAL INCLUSIVA

Abstract

The article aims to highlight literacy indicators in the process of establishing writing in the Inclusive Education classroom. For students to develop their skills in the teaching and learning process, they need to understand how their cognitive abilities work. The main objective of the research is to improve literacy knowledge in Special Education, as learning does not only take place when we are in the classroom, but also during everyday life. For Mortalli (2000), the literacy process goes beyond reading and writing, that is, it is a social practice that focuses on the social function of reading and writing in a literate society, in which the person uses and experiences literacy in different social contexts. It is necessary that, through a decolonialist bias, literacy practices occur that designate educational action to the use of social practices, understanding the need to develop it with individuals with disabilities from the earliest years in Specialized Educational Service rooms. This article was carried out through bibliographical research. The formation of written language in children takes place as a continuous work when considering that writing has meaning in society. Children arrive at school loaded with texts, so children interact with the literate world at the beginning of schooling. The process of reading and literacy opens a window to knowledge, which provides students with new and rich experiences. In the early years, various types of stories can be used to spark interest. Books bring images and everyday objects, all of which can contribute to the process of acquiring reading and writing skills.

Key words: Literacy. Special Education. Literacy.