Viable-transformative inclusion: diverse means of agency by an adolescent with Specific Intellectual Educational Needs (SIEN) and his educators

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).

Critical Collaborative Research

“…Perhaps, the essential focus on language (during data production and analysis) is an item that may differentiate this methodology (PCCol) from others. In common with the two methodologies discussed in this Special Issue we could mention, besides the main theoretical framework (i.e., Vygotsky's work), the commitment with resignification or/and transformation of society in order to promote justice -which we believe to go beyond the notion of equity (Magalhães et al, 2022).…”

colaboração crítica em um curso de leitura em inglês e em português para alunos com necessidades educacionais intelectuais específicas

“…Em termos de Educação, segundo Vygotsky (1929Vygotsky ( /1997, para muito além de observar o que a pessoa com deficiência não consegue realizar, o olhar do educador precisa estar atento ao que é possível desenvolver e como propiciar sua participação no mundo. Nesse sentido, educadores precisam focalizar de que modo a escola pode agir 2 São as necessidades de adaptação e de flexibilização específicas para cada pessoa com deficiência intelectual, levando sempre em conta as potencialidades e as possibilidades de aprendizagem de cada um (Magalhães et al, 2022).…”