A REPRESENTAÇÃO LITERÁRIA DA DEFICIÊNCIA EM CRIANÇAS COMO INSTRUMENTO DE INCLUSÃO EM SALA DE AULA

Abstract

This research aims to analyze the literary representation of disability in children as an instrument of inclusion in the classroom. So that we could achieve this goal, we used, at first, as a methodological resource the bibliographical research on issues related to school inclusion and Children's Literature, at a second moment, we analyzed literary books aimed at children. The official guidelines for inclusive education have traveled and have followed a path that was gradually regulated and supported by laws, decrees and ordinances. Children's Literature has, over time, become an instrument of great importance for the education and development of children. It has great significance in this development, as reading stories influences all aspects of education such as affection, sensitivity, understanding, intelligence and respect. Its use in the classroom contributes to the teaching-learning process, aiming to reflect on diversity, serving all students regardless of their personal characteristics. By working literature as a possibility for inclusion, we are providing our students with opportunities to train people devoid of prejudice and open to differences.