Viable-transformative inclusion: diverse means of agency by an adolescent with Specific Intellectual Educational Needs (SIEN) and his educators

ABSTRACT Analyzing data from a project carried out during the Covid-19 pandemics, this paper is motivated by viable transformation that history of student with specific intellectual educational needs (SIEN) - and understanding educators working him have allow for prospective view teaching-learning, focuses on possibilities rather than determinations, which would be emphasis more linear, banking teaching-learning (Freire, 1970) development. It based multiple theoretical backgrounds, i.e., discussions about (Fidalgo & Carvalho, 2020; Carvalho et al., in print; Fidalgo Magalhães, 2017), critical-collaborative research methodology (Magalhães, 2011, 2018; Magalhães Fidalgo, 2019), multiliteracies (Magalhães Carrijo, transformative agency (Ninin 2017) all are organized within Cultural-Historical Theory (Vygotsky, 1924-1934/1993).