“Práticas inclusivas na Literatura Brasileira do Ensino Médio e Plano Individual de Transição (PIT)”

• DOI: https://doi.org/10.22533/at.ed.3362409096

• Palavras-chave: inclusão, Ensino médio, educadores, literarura

• Keywords: inclusion, high school, educators, literature

• Abstract: Inclusive education in high school, especially in literature classes, requires approaches that value diversity and address the specific needs of students. Ensuring equitable access to education for all students, regardless of special needs, is crucial (Silva, 2019). Adapting materials for students with diverse needs while studying complex literary works such as "Dom Casmurro," "Memórias Póstumas de Brás Cubas," and "Quincas Borba" presents significant challenges due to their thematic complexity, narrative structure, and linguistic richness (Oliveira, 2020). 1. Accessibility in High School Literature Pires and Trevisan (2020) argue that making literary texts accessible to students with intellectual disabilities and Autism Spectrum Disorder allows them to achieve autonomous literary literacy. This includes providing access to works that meet their needs without excluding them from educational, cultural, and citizenship activities. For the study of Machado de Assis’s works, a deep understanding of literary concepts, historical context, and linguistic nuances is essential. 1.2 Reading Comprehension in Machado's Trilogy The trilogy of Machado de Assis’s works poses significant comprehension challenges due to their literary complexity and the need for deep understanding of historical, social, and cultural contexts. The Construction-Integration model of reading comprehension (Kintsch, 1998) highlights the need for integrating text elements with readers' prior knowledge. Adaptations such as multimedia resources, simplified texts, differentiated activities, and flexible assessments are crucial for inclusive education. 2. Individual Transition Plan (PIT) in the Context of Machado's Trilogy The PIT is a key tool for aiding students with special educational needs in transitioning from mandatory schooling to the job market (AGUIAR; VENDRUSCOLO, 2023). Implementing the PIT involves assessing needs, setting goals, monitoring progress, and providing feedback. Adaptations in teaching strategies and evaluations are necessary for effective inclusion. 3. Challenges and Adaptation Strategies Students with special needs face challenges in reading comprehension and interpretation of literary texts (SANTOS, 2018). Strategies such as multimedia resources, text adaptation, differentiated activities, and flexible assessments are essential for supporting these students. The PIT’s implementation and continuous feedback have shown positive impacts on comprehension and engagement (Martins, 2022; Ferreira, 2018). Conclusions Adapting high school literature instruction, especially for complex works, facilitates comprehension and critical skill development among students with special needs. Inclusive practices not only make content accessible but also provide enriching educational experiences, preparing students for active societal participation. Adopting these inclusive methods aligns with legal and ethical educational requirements, ensuring quality and equitable education