Master's student LEARNING DIFFICULTIES IN WRITTEN LANGUAGE: INCLUSIVE STRATEGIES IN LITERACY AND LITERACY
This article, carried out in collaboration with NEPEDHI, analyzes students' difficulties in appropriating the writing system, with the aim of mobilizing learning processes through inclusive pedagogical practices. The research was based on data from municipal diagnostic assessments from 2023, fo...
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| Format: | article |
| Status: | Published version |
| Publication Date: | 2025 |
| Country: | Brasil |
| Institution: | Universidade Presbiteriana Mackenzie (UPM) |
| Repository: | Cadernos de pós graduação em letras (Online) |
| Language: | Portuguese |
| OAI Identifier: | oai:ojs.editorarevistas.mackenzie.br:article/17252 |
| Online Access: | https://editorarevistas.mackenzie.br/index.php/cpgl/article/view/17252 |
| Access Level: | Open access |
| Keyword: | Dificuldades de aprendizagem- Língua escrita- Alfabetização e letramento Learning difficulties- Written language- Literacy and literacy |
| Summary: | This article, carried out in collaboration with NEPEDHI, analyzes students' difficulties in appropriating the writing system, with the aim of mobilizing learning processes through inclusive pedagogical practices. The research was based on data from municipal diagnostic assessments from 2023, focusing on 2nd year public school students who face literacy difficulties. Using a qualitative and socio-interactionist approach, the study highlighted the importance of adapting the curriculum and pedagogical practices to meet diversity, eliminating barriers to learning and promoting the active participation of all students. |
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