O desenvolvimento de habilidades de leitura no estágio docente em Português na Sala de Recursos Multifuncionais

Abstract

Based on the historical-cultural theory assumptions (VYGOTSKY, 1994), the legislation regarding inclusive education in Brazil (BRASIL, 2012; PARANÁ, 2016), Applied Linguistics research on processes, and reading skills within an interactionist perspective (MENEGASSI, 2010), this article reports and discusses a study conducted in a Multifunctional Resource Room (MRR), having as participants a student teacher of a Portuguese Language Major and the classroom students. The study aimed at a) discussing the development of reading skills of students with special educational needs through the experience of the student teacher, described in her final report, during her practicum in a MRR, and b) reflecting upon the work of the practicum supervisor in such specific context. The analyses, based on the final report, showed that the student teacher fostered, in the students, the development of several reading skills related to the decoding and comprehension capabilities of texts, not going beyond. For this to happen, the mediating actions of the practicum supervisor were fundamental, which led the student teacher to produce knowledge and forms of action in the classroom context within an inclusive perspective, through an interactionist approach to language.