ABSTRACT
This article aims to explain how language constitutes the human being, the perception of self and the other, contributing to the attribution of educational meanings resulting from social experiences. Establishing social exchanges is related to the positive perception of the subject and overcoming the beliefs of disability, related to physical, sensory and intellectual disability, disseminated in the state of nature. The possession of language can contribute to the formation of autonomy, citizenship and social participation of people with disabilities, becoming the foundation of technologies, to promote the breaking of all other social barriers. In this article, the relationship between dialogic learning and the otherness constitution process is discussed, intending theoretical contributions to the inclusive education paradigm. The assumption is that the other one is not an individual act of will, but is the product of the possession of language and the dialogic constructions in which he participates. Considering Bakhtin’s conception, human beings are made by social exchanges, using the appropriate signs that produce the perception of self and others, the perception of one’s capacities, the constitution of subjectivity and singularity.
Keywords:
Inclusive Education; Otherness and Singularity; Dialog and Language.