INCLUSIVE CHILDREN'S LITERATURE AS A PEDAGOGICAL PRACTICE THAT PROMOTES THE REINVENTION OF SELF-WRITING
DOI:
https://doi.org/10.36524/ric.v10i3.2286Keywords:
Literatura infantil inclusiva, Inclusão, diversidade, perspectiva inclusivaAbstract
This article aims to promote a reflection on the role of inclusive children's literature in the school environment of Viana(ES), showing how the inclusion of characters and stories that address diversity can broaden children's horizons of understanding and allow them to develop a broader view of themselves and the world around them, realizing that the inclusion of people with disabilities can and should happen in all social contexts. The work was carried out based on our proposal for the "Green September" initiative, from where our first analyses began, and later we researched the place that this type of literature occupies in the Municipal Centers for Early Childhood Education in the Municipality of Viana (ES) from the perspective of educators in the network. Based on these experiences, we intend to contribute to the promotion of inclusion and diversity in the school environment, through the valorization of inclusive children's literature as an essential pedagogical tool.
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