Alfabetização inclusiva: narrativas e saberes de professoras

Abstract

The article analyzes the intertwined issues of understanding praxis inclusive of literacy from the reflection of the narratives and knowledge of the teachers. It is derived from the survey "The inclusive process of literacy: students with intellectual disabilities" linked to PAIRD / UFS. This is a qualitative research and developed in the methodological perspective of research training, it enables teachers to assume as researchers investigating their own knowledge. It is based on studies of Braggio, (2005); Ludke (2001); Mantoan, (2002); Novoa (2000). In the concluding remarks it is evident how the teachers, in the narratives of formation histories and their knowledge reveal the silencing of themselves, and how literacy to become inclusive need to break this process.