Between fiction and reality

disorders and possibilities in “Like stars on earth – every child is special”

Abstract

This article wanders through “fiction” and “reality,” art and science, bringing to light a complex theme, although discussed with some frequency in the field of Education and Language Sciences. Based on a social and cultural perspective, situated within a qualitative approach, it aims to reflect on/with and from it, challenging certainties and uncertainties inherent in the field of Education and Language Sciences about dislexya, with the hope that such a movement may sensitize professionals to discussion and/or pedagogical practices in the context of inclusive education. The narrative of the film highlights the lack of understanding about what dyslexia is on the part of the school and family, as well as just there is a shortage of inclusive pedagogical practices. In this context, Universal Design for Learning is considered as an inclusive pedagogical approach that understands the rhythm, manner, and time of learning of each individual in teaching and learning processes.