Based on the concept of learning presented in the text, the pedagogical intervention which promotes curricular accessibility for students with disabilities is the one that A) encourages the participation of students with disabilities in controlled communicative situations, offering support if requested by them, so that they develop independence in language use through direct experience. B) proposes challenging linguistic tasks with constant teacher support, maintaining clear instructions and fixed response models to ensure that students with disabilities complete the activities as expected from the outset. C) develops proposals in which students with disabilities carry out tasks independently, based on strategies previously taught by the teacher, promoting language use despite interaction with more experienced peers. D) creates situations of authentic language use, providing gradual and adaptive support according to the needs of students with disabilities, so they participate and construct meaning collaboratively.

D) creates situations of authentic language use, providing gradual and adaptive support according to the needs of students with disabilities, so they participate and construct meaning collaboratively.

Based on the concept of learning presented in the text, the pedagogical intervention wh...

1Q1089627 | Pedagogia, Temas Educacionais Pedagógicos, Licenciatura, PND, INEP, 2025

Texto associado.

Some authors deepen the understanding of scaffolding from the perspective of sociocultural learning theories, highlighting it as a form of dialogic and adaptive mediation that emerges through interaction between learners and more experienced interlocutors. Scaffolding is presented as an essential pedagogical tool that enables learners to perform linguistic tasks that are not yet within their autonomous reach, as long as they fall within the Zone of Proximal Development (ZPD). The support provided is responsive to the learner’s momentary needs and should be gradually withdrawn as the learner becomes more competent.

What distinguishes these authors’ approach is their view of scaffolding not as mere assisted instruction, but as a dynamic process of co-constructing meaning in socially situated contexts. They emphasize that in order to foster genuine linguistic development, teaching must go beyond the transmission of grammatical rules and actively create opportunities for authentic language use, where error and negotiation are integral to the learning process. Thus, scaffolding becomes a link between participation, interaction, and development, enabling learners to appropriate language as a cultural tool.

LANTOLF, J. P.; POEHNER, M. E.; THORNE, S. L. Sociocultural Theory and L2 Development. In: VANPATTEN, B.; KEATING, G.;

WULFF, S. (Eds.). Theories in Second Language Acquisition: An Introduction. New York: Routledge, 2020 (adapted).

Based on the concept of learning presented in the text, the pedagogical intervention which promotes curricular accessibility for students with disabilities is the one that

✂️ a) encourages the participation of students with disabilities in controlled communicative situations, offering support if requested by them, so that they develop independence in language use through direct experience.
✂️ b) proposes challenging linguistic tasks with constant teacher support, maintaining clear instructions and fixed response models to ensure that students with disabilities complete the activities as expected from the outset.
✂️ c) develops proposals in which students with disabilities carry out tasks independently, based on strategies previously taught by the teacher, promoting language use despite interaction with more experienced peers.
✂️ d) creates situations of authentic language use, providing gradual and adaptive support according to the needs of students with disabilities, so they participate and construct meaning collaboratively.