Tmy View as a Dyslexic Front of the Construction of Knowledge in the Degree Course in Biological Sciences at UECE

• Autor(a) principal: Peixoto, Francisca Hênia
• Data de Publicação: 2022
• Outros Autores: Santos, Francesca Danielle Gurgel dos
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: EAD em Foco
• Texto Completo: https://eademfoco.cecierj.edu.br/index.php/Revista/article/view/1765

The number of students with dyslexia in higher education has increased a lot, and it is necessary to reflect on how this academic trajectory will take place, considering that one of the biggest challenges encountered is not admission to higher education, but the permanence of dyslexic students due to difficulties, conflicts and many weaknesses in learning, causing dropout. Therefore, this article aims to socialize my experiences as a student with dyslexia in the construction of knowledge, in the Biological Sciences course, in the EAD modality of UECE, during the period from 2018 to 2021. applied, descriptive nature of a qualitative approach, through autobiographical reports of the experiences lived through teaching and learning activities, involving a survey of potentialities and difficulties. The results point to the challenges, successes and overcoming in passing the entrance exam, the improvement of my observation and communication skills, improving my socialization with classmates; as teaching strategies adopted by teachers, the stimulus of reading and writing, causing them to discover new experiences and learning, and the use of audio for feedback of activities by the tutor; as study strategies, the use of computer programs that helped me in the textual production. I conclude that the search for the daily overcoming of my limitations as a dyslexic was decisive in the academic evolution, favoring the significant construction of knowledge. Keywords: Dyslexia. University education. Inclusive education. Teacher training. .