Por uma política de inclusão da língua espanhola no ensino básico: caminhos da literatura.

Abstract

Literature as a medium of socializing knowledge can favour, in many ways, the inclusion of the disabled learner of Spanish as a Foreign Language (sFL) into the ficticious universe of the text. our proposal has the objective of characterizing the use of the literary text as the main low-cost Assistive Technology for teaching Spanish as a foreign language, with an inclusive focus on the university School's proyecto Allende, at the Federal university of Maranhão. This perspective is grounded on the studies of Riportella (2006); Brito (2009) and Pinheiro-Mariz (200g), and the final resulrs reveal a dynamic teaching model, in which the learners feel responsible for their own leaming, which in turn confirms the efficiency of the literary texr as a way of stimulating inclusion and language teaching in a non-dissociating perspective.