Língua portuguesa e inclusão: uma experiência no residência pedagógica

Abstract

The present work has as its theme the experience of teaching Portuguese Language in an inclusive perspective, in the Pedagogical Residence Program. This is an action research with qualitative approach and exploratory perspective that aimed to investigate the challenges to the realization of inclusive pedagogical practices in the teaching of Portuguese Language and / or Literature, carried out by the residents of the Pedagogical Residence Program of the Degree Course in Letters. Portuguese and Portuguese Language Literature of the Federal University of Pampa, Bagé - RS, in a municipal elementary school in the city of Bagé-RS, in an inclusive perspective in 2019; propose the practice of practices that could contribute to overcome the difficulties and learning of students with disabilities; identify through the collected data and pedagogical practices the skills of students with disabilities in teaching and learning; reflect on the proposed practice and assess whether or not inclusive practice has contributed to the teaching and learning of students with disabilities. Observations, questionnaires were made with the residents, the classroom teacher and the Special Education teacher, and a pedagogical practice in the teaching of Portuguese Language and / or Literature was performed with all students, including those with disabilities, to obtain results. of the proposed objectives. For such, it was investigated theoretical foundations on the researched theme, related to the pedagogical practices and the teaching of Portuguese Language and / or Literature in the Pedagogical Residency Program of the Federal University of Pampa (UNIPAMPA); at the National Common Curriculum Base (2018); Pimenta and Lima (2004); Soares (1999) and Prado, Coutinho, Reis and Villalba (2016) Based on the references supported by Inclusive Education through the National Policy of Special Education in the Inclusive Education Perspective (2008); in Sassaki (1998); Vygotsky (2004); Rodrigues (2006) and Mantoan (2006). The results, besides contributing positively to achieve the objectives, were fundamental to help in overcoming and learning the challenges and difficulties of both students with disabilities and residents. Residents were able to discover and experience everyday school work with its difficulties and facilities, even before graduation, exchanging experiences and knowledge, and students with disabilities could have the privilege of receiving this exchange of new knowledge, new ways to build knowledge through communication and language between teacher and student.