LITERACY AND READING AND WRITING DEVELOPMENT IN SPECIAL EDUCATION FROM AN INCLUSIVE EDUCATION PERSPECTIVE: EPISTEMOLOGICAL FOUNDATIONS, PEDAGOGICAL MEDIATIONS, AND CHALLENGES OF INCLUSIVE PRACTICES IN THE EARLY YEARS OF ELEMENTARY EDUCATION

Abstract

This study aimed to analyze how the epistemological foundations of literacy and reading and writing development contribute to the development of inclusive pedagogical practices in the early years of Elementary Education, in light of Brazilian public policies on inclusive education. It sought to answer the following question: how can the epistemological foundations of literacy and reading and writing development support the development of inclusive pedagogical practices in the early years of Elementary Education, ensuring the right to learning and participation in written culture? The research is characterized as qualitative and basic in nature, with exploratory and descriptive objectives, and was conducted through bibliographic and documentary research. The analysis revealed convergence between the theoretical frameworks and the normative documents regarding the understanding of literacy as a process of knowledge construction articulated with reading and writing development and inclusive education. It was concluded that pedagogical work and practice, combined with the appreciation of diversity and the social practices of language, constitute central elements for ensuring the right to learning in inclusive educational contexts.