Através dos olhos formadores: em busca de práticas inclusivas de alfabetização

Abstract

This dissertation presents a Case Study conducted in two renowned public educational institutions — the Colégio de Aplicação of the State University of Rio de Janeiro (CAp-UERJ) and Colégio Pedro II (Tijuca and Realengo campuses). The research is guided by the general objective of problematizing inclusive literacy practices capable of addressing student diversity and promoting the formation of readers and writers. Grounded in the understanding that Brazilian schooling often homogenizes teaching methods and learning trajectories, the study investigates how teachers’ principles, conceptions, and practices are articulated (or not) within everyday pedagogical contexts in the early years of elementary school. Drawing on theoretical frameworks from Inclusive Education, discursive perspectives on literacy, and cri-tical approaches to the medicalization of school failure, the study reveals the tensions and dis-putes that shape the field of literacy education. The methodological approach is qualitative and integrates Content Analysis (Bardin, 2020), the indiciary method (Ginzburg, 1989), and microgenetic analysis (Goes, 2000), enabling a detailed examination of teacher narratives, stu-dent productions, and pedagogical materials collected through semi-structured interviews. The findings show that principles such as diversity, equity, authorship, and collectivity structure both teachers’ conceptions and their pedagogical actions, although coherence among these dimensions is influenced by institutional constraints, curricular demands, and contextual fac-tors. The Case Study made it possible to map a wide range of inclusive practices, from broader institutional actions — such as Individualized Educational Plans (PEI, PDI), multifunctional resource rooms, collaborative teaching, co-teaching, and Universal Design for Learning (UDL) — to micro-practices, subtle gestures of attentive listening, immediate adaptations, classroom reorganizations, and material adjustments that embody the ethical and political dimensions of teaching. The study concludes that inclusive literacy does not emerge from isolated techniques but from the dynamic articulation between principles, conceptions, and practices. Such articu-lation demands continuous reflection, responsiveness, and pedagogical creativity, enabling student diversity to become a source of educational potential and a foundation for building democratic, equitable, and meaningful learning environments.