Viable-transformative inclusion:

diverse means of agency by an adolescent with Specific Intellectual Educational Needs (SIEN) and his educators

Abstract

Analyzing data from a project carried out during the Covid-19 pandemics, this paper is motivated by the viable transformation that the history of a student with specific intellectual educational needs (SIEN) – and the understanding that the educators working with him have of this history - allow for a prospective view of teaching-learning, that focuses on possibilities rather than the determinations, which would be the emphasis of a more linear, banking view of teaching-learning (Freire, 1970) and development. It is based on multiple theoretical backgrounds, i.e., discussions about specific intellectual educational needs (Fidalgo & Carvalho, 2020; Carvalho et al., in print; Fidalgo & Magalhães, 2017), critical-collaborative research methodology (Magalhães, 2011, 2018; Magalhães & Fidalgo, 2019), multiliteracies (Magalhães & Carrijo, 2019), transformative agency (Ninin & Magalhães, 2017) – all of which are organized within the Cultural-Historical Theory (Vygotsky, 1924-1934/1993).