Impactos do olhar psicopedagógico para crianças disléxicas e sua inclusão no contexto escolar

• Autor(a) principal: Alcântara, Genilda Gomes Farias de
• Data de Publicação: 2021
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://repositorio.pucsp.br/jspui/handle/handle/30173
• topic: CNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONAL; Psicopedagogia; Dislexia; Papel da escola; Dificuldades de aprendizagem; Inclusão escolar; Psycho-pedagogy; Dyslexia; The role of school; Learning difficulties; School inclusion

This study refers to a literature review on dyslexia and how it connects with the school context, with the general objective: to highlight the importance of the psychopedagogical view on dyslexic children and their school inclusion process, and specifically: to raise psychopedagogical practices that favor their integration in the classroom and with other students. A literature review was carried out, and scientific articles published in the last 10 years were consulted, in the following databases: BVS-MS; CAPES and SCIELO journals. The inclusion criteria were that these studies included school inclusion and psychopedagogical practices for dyslexics; restricted to children of the 1st. to the 5th. series. Recent studies that show brain imaging indicate that these individuals organize information differently, with a predisposition to think more in images than in words, which can present an obstacle in formal learning. For these students, school and literacy experience play a fundamental role in the acquisition of phonemic skills. Some authors, when approaching dyslexia as a disorder, create the prerogative to intervene on it, when using stimulation programs. It is a consensus among scholars that some strategies have an effect on dyslexic students, such as: respecting each individual's learning pace; highlight the possibilities of each one; to put aside negative aspects; apply phonological awareness activities in the classroom; encourage the student in activities and in the search for better performance; preserve it with regard to reading aloud before. This whole set of strategies results in the beneficial effect of minimizing the embarrassment to which the dyslexic is constantly submitted. Appropriate psychopedagogical intervention is possible and viable, as long as there is constant study, continuing education and, mainly, the involvement and perseverance of the school and this professional