Letramento inclusivo no ensino de língua portuguesa : uma proposta de unidade didática a partir do gênero folheto

Abstract

Excluded social practices, once naturalized, have increasingly been questioned in the contemporary context. Due to its intrinsic relationship with language, inclusive literacy emerges as a response to structures that reinforce ableism and segregation. This study proposes the development of a didactic unit (DU) based on the textual genre leaflet, aimed at basic education students, with the purpose of fostering reflections on inclusive practices and expanding anticapacitist awareness. The qualitative research unfolds in three stages: a state-of-the-art review, the production of the DU, and an interdisciplinary analysis of the material. It is grounded in classical authors such as Magda Soares (2019), Angela Kleiman (1995), Roxane Rojo (2009), and Paulo Freire (1968), who discuss Literacies and Critical Pedagogy, as well as recent studies by Amanda Nunes de Souza (2023), on social inclusion practices, and Marina Savordelli Versolato (2023), on educational training from the perspective of Inclusive Literacy. Regarding textual genres, the study draws on Marcuschi (2008) and, specifically on the leaflet, Almeida and Anjos (2021). Based on a post-critical approach to language, the study demonstrates that teaching Portuguese can contribute to citizenship education by promoting reading and writing as contextualized practices, allowing students to study and understand language as shaped by its social dimensions.