The concept of dyslexia in dialogue with managers, teachers, family and students of basic education

Detalhes bibliográficos
Autor(a) principal: Pottmeier, Sandra
Data de Publicação: 2023
Outros Autores: Santana, Ana Paula
Tipo de documento: Artigo
Idioma: por
spa
eng
Título da fonte: Revista Ibero-Americana de Estudos em Educação (Online)
Texto Completo: https://periodicos.fclar.unesp.br/iberoamericana/article/view/17182
Resumo: This article, with a qualitative approach, is the result of a research that seeks to understand how managers, Portuguese teachers, families and the students themselves understand the concept of Dyslexia. The theoretical-methodological contribution is inscribed in the enunciative-discursive perspective, which underlies the analysis of the collected records, involving 15 subjects (students, family members, Portuguese language teachers and managers of two public schools). The results showed that the subjects are unaware or know little about dyslexia, understanding it from a biological/organicist perspective, distancing it from a sociocultural view. In addition, they are also unaware of inclusion policies and laws. Based on this research, it is considered that there is a need for interdisciplinary training that involves both managers, educators and health professionals so that it is possible to take a look at pedagogical practices aimed at teaching and learning processes in an integrated way, considering the constitutive singularity of the apprentices.
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spelling The concept of dyslexia in dialogue with managers, teachers, family and students of basic educationEl concepto de dislexia en diálogo con directivos, profesores, familiares y estudiantes de educación básicaO conceito de dislexia em diálogo com gestores, professores, familiares e estudantes da educação básicaDyslexiaInclusionTeacher trainingBasic educationDislexiaInclusãoFormação DocenteEducação básicaDislexiaInclusiónFormación de profesoresEducación básicaThis article, with a qualitative approach, is the result of a research that seeks to understand how managers, Portuguese teachers, families and the students themselves understand the concept of Dyslexia. The theoretical-methodological contribution is inscribed in the enunciative-discursive perspective, which underlies the analysis of the collected records, involving 15 subjects (students, family members, Portuguese language teachers and managers of two public schools). The results showed that the subjects are unaware or know little about dyslexia, understanding it from a biological/organicist perspective, distancing it from a sociocultural view. In addition, they are also unaware of inclusion policies and laws. Based on this research, it is considered that there is a need for interdisciplinary training that involves both managers, educators and health professionals so that it is possible to take a look at pedagogical practices aimed at teaching and learning processes in an integrated way, considering the constitutive singularity of the apprentices.Este artículo, con enfoque cualitativo, es el resultado de una investigación que busca comprender cómo los gerentes, los profesores portugueses, las familias y los propios estudiantes entienden el concepto de dislexia. La contribución teórico-metodológica se inscribe en la perspectiva enunciativa-discursiva, que subyace en el análisis de los registros recopilados, involucrando a 15 sujetos (estudiantes, familiares, profesores de lengua portuguesa y administradores de dos escuelas públicas). Los resultados mostraron que los sujetos desconocen o saben poco sobre la dislexia, entendiéndola desde una perspectiva biológica/organicista, alejándola de una mirada sociocultural. Además, también desconocen las políticas y leyes de inclusión. Con base en esta investigación, se considera que existe la necesidad de una formación interdisciplinaria que involucre tanto a los gestores, educadores y profesionales de la salud para que sea posible dar una mirada a las prácticas pedagógicas dirigidas a los procesos de enseñanza y aprendizaje de forma integrada, considerando la singularidad constitutiva de los aprendices.Este artigo, de abordagem qualitativa, é resultado de uma pesquisa que busca compreender de que forma gestores, professores de Língua Portuguesa, família e os próprios escolares compreendem o conceito de Dislexia. O aporte teórico-metodológico inscreve-se na perspectiva enunciativa-discursiva, a qual fundamenta as análises dos registros coletados, envolvendo 15 sujeitos (estudantes, familiares, professoras de Língua Portuguesa e gestoras de duas escolas da rede pública). Os resultados apontaram para sujeitos que desconhecem ou pouco sabem o que é a Dislexia, compreendendo-a a partir de uma perspectiva biológica/organicista e distanciando-se de uma visão sociocultural. Além disso, também desconhecem sobre as políticas e leis de inclusão. Considera-se, a partir desta pesquisa, que há necessidade de formação interdisciplinar que envolva tanto gestores, educadores e profissionais da saúde para que se possa lançar um olhar para práticas pedagógicas voltadas para processos de ensino e aprendizagem de forma integrada, considerando a singularidade constitutiva dos aprendizes.Faculdade de Ciências e Letras/Unesp2023-09-19info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfapplication/pdftext/htmltext/htmlhttps://periodicos.fclar.unesp.br/iberoamericana/article/view/1718210.21723/riaee.v18iesp.1.17182Revista Iberoamericana de Estudios en Educación; (2023) v. 18, esp. 1: Linguagens e Letramentos: olhares e diálogos intersetoriais; e023077Revista Ibero-Americana de Estudos em Educação; (2023) v. 18, esp. 1: Linguagens e Letramentos: olhares e diálogos intersetoriais; e0230771982-55872446-860610.21723/riaee.v18iesp.1reponame:Revista Ibero-Americana de Estudos em Educação (Online)instname:Universidade Estadual Paulista (UNESP)instacron:UNESPporspaenghttps://periodicos.fclar.unesp.br/iberoamericana/article/view/17182/16574https://periodicos.fclar.unesp.br/iberoamericana/article/view/17182/16575https://periodicos.fclar.unesp.br/iberoamericana/article/view/17182/16576https://periodicos.fclar.unesp.br/iberoamericana/article/view/17182/16577https://periodicos.fclar.unesp.br/iberoamericana/article/view/17182/16590Copyright (c) 2023 Sandra Pottmeier, Ana Paulahttps://creativecommons.org/licenses/by-nc-sa/4.0info:eu-repo/semantics/openAccessPottmeier, SandraSantana, Ana Paula2023-09-27T17:00:21Zoai:ojs.pkp.sfu.ca:article/17182Revistahttp://seer.fclar.unesp.br/iberoamericanaPUBhttps://periodicos.fclar.unesp.br/iberoamericana/oaibizelli@fclar.unesp.br|| joseandersonsantoscruz@gmail.com1982-55871982-5587opendoar:2023-09-27T17:00:21Revista Ibero-Americana de Estudos em Educação (Online) - Universidade Estadual Paulista (UNESP)false
dc.title.none.fl_str_mv The concept of dyslexia in dialogue with managers, teachers, family and students of basic education
El concepto de dislexia en diálogo con directivos, profesores, familiares y estudiantes de educación básica
O conceito de dislexia em diálogo com gestores, professores, familiares e estudantes da educação básica
title The concept of dyslexia in dialogue with managers, teachers, family and students of basic education
spellingShingle The concept of dyslexia in dialogue with managers, teachers, family and students of basic education
Pottmeier, Sandra
Dyslexia
Inclusion
Teacher training
Basic education
Dislexia
Inclusão
Formação Docente
Educação básica
Dislexia
Inclusión
Formación de profesores
Educación básica
title_short The concept of dyslexia in dialogue with managers, teachers, family and students of basic education
title_full The concept of dyslexia in dialogue with managers, teachers, family and students of basic education
title_fullStr The concept of dyslexia in dialogue with managers, teachers, family and students of basic education
title_full_unstemmed The concept of dyslexia in dialogue with managers, teachers, family and students of basic education
title_sort The concept of dyslexia in dialogue with managers, teachers, family and students of basic education
author Pottmeier, Sandra
author_facet Pottmeier, Sandra
Santana, Ana Paula
author_role author
author2 Santana, Ana Paula
author2_role author
dc.contributor.author.fl_str_mv Pottmeier, Sandra
Santana, Ana Paula
dc.subject.por.fl_str_mv Dyslexia
Inclusion
Teacher training
Basic education
Dislexia
Inclusão
Formação Docente
Educação básica
Dislexia
Inclusión
Formación de profesores
Educación básica
topic Dyslexia
Inclusion
Teacher training
Basic education
Dislexia
Inclusão
Formação Docente
Educação básica
Dislexia
Inclusión
Formación de profesores
Educación básica
description This article, with a qualitative approach, is the result of a research that seeks to understand how managers, Portuguese teachers, families and the students themselves understand the concept of Dyslexia. The theoretical-methodological contribution is inscribed in the enunciative-discursive perspective, which underlies the analysis of the collected records, involving 15 subjects (students, family members, Portuguese language teachers and managers of two public schools). The results showed that the subjects are unaware or know little about dyslexia, understanding it from a biological/organicist perspective, distancing it from a sociocultural view. In addition, they are also unaware of inclusion policies and laws. Based on this research, it is considered that there is a need for interdisciplinary training that involves both managers, educators and health professionals so that it is possible to take a look at pedagogical practices aimed at teaching and learning processes in an integrated way, considering the constitutive singularity of the apprentices.
publishDate 2023
dc.date.none.fl_str_mv 2023-09-19
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.fclar.unesp.br/iberoamericana/article/view/17182
10.21723/riaee.v18iesp.1.17182
url https://periodicos.fclar.unesp.br/iberoamericana/article/view/17182
identifier_str_mv 10.21723/riaee.v18iesp.1.17182
dc.language.iso.fl_str_mv por
spa
eng
language por
spa
eng
dc.relation.none.fl_str_mv https://periodicos.fclar.unesp.br/iberoamericana/article/view/17182/16574
https://periodicos.fclar.unesp.br/iberoamericana/article/view/17182/16575
https://periodicos.fclar.unesp.br/iberoamericana/article/view/17182/16576
https://periodicos.fclar.unesp.br/iberoamericana/article/view/17182/16577
https://periodicos.fclar.unesp.br/iberoamericana/article/view/17182/16590
dc.rights.driver.fl_str_mv Copyright (c) 2023 Sandra Pottmeier, Ana Paula
https://creativecommons.org/licenses/by-nc-sa/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2023 Sandra Pottmeier, Ana Paula
https://creativecommons.org/licenses/by-nc-sa/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
application/pdf
text/html
text/html
dc.publisher.none.fl_str_mv Faculdade de Ciências e Letras/Unesp
publisher.none.fl_str_mv Faculdade de Ciências e Letras/Unesp
dc.source.none.fl_str_mv Revista Iberoamericana de Estudios en Educación; (2023) v. 18, esp. 1: Linguagens e Letramentos: olhares e diálogos intersetoriais; e023077
Revista Ibero-Americana de Estudos em Educação; (2023) v. 18, esp. 1: Linguagens e Letramentos: olhares e diálogos intersetoriais; e023077
1982-5587
2446-8606
10.21723/riaee.v18iesp.1
reponame:Revista Ibero-Americana de Estudos em Educação (Online)
instname:Universidade Estadual Paulista (UNESP)
instacron:UNESP
instname_str Universidade Estadual Paulista (UNESP)
instacron_str UNESP
institution UNESP
reponame_str Revista Ibero-Americana de Estudos em Educação (Online)
collection Revista Ibero-Americana de Estudos em Educação (Online)
repository.name.fl_str_mv Revista Ibero-Americana de Estudos em Educação (Online) - Universidade Estadual Paulista (UNESP)
repository.mail.fl_str_mv bizelli@fclar.unesp.br|| joseandersonsantoscruz@gmail.com
_version_ 1788171039859015680

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