A LITERATURA COMO FERRAMENTA PEDAGÓGICA INCLUSIVA NA EDUCAÇÃO ESPECIAL: CONTRIBUIÇÕES TEÓRICAS PARA A FORMAÇÃO DE LEITORES E PRÁTICAS INCLUSIVAS LITERATURE AS AN INCLUSIVE

Abstract

This article aimed to analyze, through a bibliographic study, the role of literature as an inclusive pedagogical tool in special education, highlighting its contributions to reader development and to the strengthening of teaching practices aligned with an inclusive perspective. Methodologically, this is a qualitative study conducted through a critical review and analysis of national and international academic publications addressing literary reading, reader formation, and inclusive education. Classical works and contemporary studies were examined, focusing on reading as a social, interactive, and formative practice, as well as research discussing school inclusion and curricular adaptation. The results indicate that the use of literary texts fosters the development of empathy, broadens cultural repertoires, and contributes to the construction of more participatory and diversity-sensitive learning environments. It is concluded that literature, when intentionally integrated into teaching practices, constitutes a powerful resource for promoting inclusion, participation, and meaningful learning in the context of special education.