A contribuição da leitura literária para uma educação inclusiva no IFMS

Abstract

In this research I analyzed how the reading of the chronic literary genre can contribute to the way of think and deal with Special Education in an inclusive perspective. The chronicles compose an e-book, Educational Product that, together with the dissertation, use as reference the assumptions of Narrative Inquiry methodology by Clandinin and Connelly. To get to the construction of this material, I interviewed the professors and the staff of Núcleo de Atendimento às Pessoas com Necessidades Específicas (NAPNE) involved with students from Technical Education integrated with High School. The experiences of these professionals were narratively themed in order to develop the writing of the chronicles and subsequent construction of the e-book. After completing this stage, I sent the material and an open questionnaire to the participants so that they could evaluate the product. I concluded that reading the e-book contributed to deepening the issues about Special Education in an inclusive perspective; to an approximation with the experiences of professional colleagues; and to a perception that they are not alone in the process. Furthermore, I found that the e-book can be used as support material in meetings and trainings, since its content is based on the professionals’ common concerns, interests and necessities.