Literacy and reading skills through collaborative practices in the inclusive special education: an experience report

Abstract

This study was developed as part of an extension action of the subject literacy acquistion and literacy pratices, took in the course Inclusive Special Education in the Bechalor’s degree in inclusive special education at Recôncavo of Bahia Federal University - UFRB, in the classroom of the initial series at a municipal school in Feira de Santana, Bahia state. The main objective of the research was to combine university theory with the school daily pedagogical practice in order to promote reading and writing acquisition by a female student who is the target audience of speacial education, as well as by all the students through a collaborative action. The methodology used was collaborative action research, through which it was possible to carry out a practice that provoked impact in that school reality, with principles of collaboration among the professionals involved, in addition to developing in a reflective way guaranteed by the qualitative approach. As a result, it was possible to observe that from resources and pedagogical strategies towards this end, the disabled student ensured learning in the initial literacy acquisition and literacy practices as well as all other students. However, it was realized teacher education as a gap, which is still centered in a transmission teaching model of knowledge and memorization on the part of the student. This suggests that more researches be done in the collaborative and inclusive perspective, to contribute not only to learning, but to teacher education in the sense to change perspectives, focusing on contributions and potentialities of disabled students.