Resumo

SCHERER, Larissa Costa Beber. Three times of reading: an experience in teacher education in the context of school inclusion. Estilos clin. [online]. 2015, vol.20, n.2, pp.310-324. ISSN 1415-7128.  https://doi.org/10.11606/issn.1981-1624.v20i2p310-324.

Facing the (mis)matchings between educators and students with special needs, we have sought to pursue a path that shows us that the work of an educator derives from reading as craftsmanship. The reading takes place at three different times and from three different perspectives: the encounter with an immobilizing disharmony that leads to scientificist reading; traveling through the confrontation with the bizarre and reaching deconstructed and discontinuous reading, which enables the construction of pedagogical practices. This article discusses an experiment done with a group of educators between 2006 and 2012, in which the considerations made by one teacher on his student were analyzed in detail.

Palavras-chave : education for special needs; psychoanalysis; teacher education; reading; literature.

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