Comics Story in learning: a proposal for an Inclusive Didactic Sequence in Elementary Education

The lack of contextualization in teaching practice has not allowed meaningful learning for students included in regular classrooms. Faced with the pedagogical obstacles of inclusion, this article aims to evaluate the collaborative construction of Didactic Sequence (SD), focused on the textual genre Comics Story, supported by digital resources, developed in order to promote meaningful and collaborative learning that integrates students included to regular Elementary School (EF) I students. To this end, through action research, the SD was developed with teachers who teach in regular classrooms, emphasizing the work of inclusion in the early years of EF and subsequently evaluated by through a questionnaire with open questions, elaborated in Microsoft Forms. The collaborating teachers stated that the didactic sequences produced are relevant to the activities proposed for school inclusion. It was concluded that it is possible to find meaningful ways to include students with disabilities.