ALFABETIZAÇÃO DE ALUNOS COM DISLEXIA NA ESCOLA REGULAR

Literacy in the early years of Elementary Education constitutes a period marked by the gradual development of reading and writing skills, in which different learning rhythms and trajectories become evident. In this context, the presence of students with dyslexia in the regular classroom broadens the discussion on pedagogical practices, assessment processes, and inclusive education. The general objective of this study was to analyze, based on the literature, the contributions of pedagogical practices to the development of reading and writing in the early years of Elementary Education, considering the context of school inclusion. Methodologically, the research is characterized as qualitative, grounded in a bibliographic review of national and international studies addressing literacy, reading and writing difficulties, dyslexia, and learning assessment. The results indicate that difficulties related to reading and writing should be understood as part of a diverse educational process, in which assessment assumes a process-oriented character and is articulated with continuous monitoring of learning. It is observed that pedagogical and assessment practices aligned with an inclusive perspective support the participation and permanence of students with dyslexia in mainstream education, without resorting to homogeneous learning models. It is concluded that literacy, when understood as a plural and contextualized process, contributes to the construction of educational pathways that are more attentive to diversity in the early years of Elementary Education.