SPECIAL EDUCATION: REFLECTIONS ON THE USE OF DIALOGUE IN THE INCLUSION OF STUDENTS WITH DISABILITIES

Abstract

This article considers dialogue in the inclusion of students with disabilities. Its main objective is to conceptualize the dialogue discussed as support for inclusion in school settings. Specifically, it aims to establish possible relationships between dialogue and teacher training. In carrying out the research, it uses a bibliographic review, classifies and discusses the elements that constitute the discourses produced by renowned scholars organized into three categories: (i) dialogue, (ii) dialogicity, (iii) dialogic practice. The results of the data analysis show that the practice of dialogue is configured as a fundamental factor in the continuing education of teachers so that they can understand the particular forms of interaction to be undertaken in the construction of an inclusive education. It is concluded from this redefinition that the singular manifestations of dialogicity used as legitimate mechanisms appear as strong elements that can assist teachers in the process of learning and developing pedagogical practices.