Contributions of multimodal reading in the perspective of (multi)literacy for inclusive education

• Autor(a) principal: Cândido, Gláucia Vieira
• Data de Publicação: 2021
• Outros Autores: Vasconcelos , Daiane Alves de
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Muiraquitã (Online)
• Texto Completo: https://periodicos.ufac.br/index.php/mui/article/view/5387
• topic: Educação Inclusiva. Leitura. Multimodalidade. Multiletramentos.; Inclusive Education. Reading. Multimodality. Multiliteracies.

This article aims to present a reflection on this inclusive teaching, which, as said, although legally guaranteed, in everyday school life is still incipient or even difficult to fully accomplish, due to pessimism or conformity, which have increased the practice of "false inclusion", which is configured, in general, as the idea of the school being for everyone, thus shaping itself to meet students in their specificities and ensure equally to all the access to the school experience without any exclusion (MATTOS, 2017). Based on a bibliographical research, this study points to the idea that a positive change in this scenario depends heavily on the figure of the teacher. And this can be done through an expanded reading education (MARTINS, 1994; FREIRE, 2001), in which the teacher can use the multimodal genre (DIONISIO, 2005), present in social practices, under the perspective of Multiletramentos (ROJO, 2009) which considers diversity, in the task of implementing inclusive education (MANTOAN, 2013), that is, that meets each student in their specificities.