Viable-transformative inclusion: diverse means of agency by an adolescent with Specific Intellectual Educational Needs (SIEN) and his educators
| Autor: | Maria Cecília Camargo Magalhães, Sueli Salles Fidalgo, Viviane Letícia Silva Carrijo, Marcia Pereira de Carvalho |
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| Jazyk: | English<br />Spanish; Castilian<br />French<br />Italian<br />Portuguese |
| Rok vydání: | 2022 |
| Předmět: | |
| Zdroj: | DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada, Vol 38, Iss 1 (2022) |
| Druh dokumentu: | article |
| ISSN: | 1678-460X 1678-460x |
| DOI: | 10.1590/1678-460x202257174 |
| Popis: | ABSTRACT Analyzing data from a project carried out during the Covid-19 pandemics, this paper is motivated by the viable transformation that the history of a student with specific intellectual educational needs (SIEN) - and the understanding that the educators working with him have of this history - allow for a prospective view of teaching-learning, that focuses on possibilities rather than the determinations, which would be the emphasis of a more linear, banking view of teaching-learning (Freire, 1970) and development. It is based on multiple theoretical backgrounds, i.e., discussions about specific intellectual educational needs (Fidalgo & Carvalho, 2020; Carvalho et al., in print; Fidalgo & Magalhães, 2017), critical-collaborative research methodology (Magalhães, 2011, 2018; Magalhães & Fidalgo, 2019), multiliteracies (Magalhães & Carrijo, 2019), transformative agency (Ninin & Magalhães, 2017) - all of which are organized within the Cultural-Historical Theory (Vygotsky, 1924-1934/1993). |
| Databáze: | Directory of Open Access Journals |
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