The look and practice of the high school teacher on dyslexia: development of a virtual product

• Autor(a) principal: Moura, Alessandra do Carmo Arantes de
• Data de Publicação: 2022
• Outros Autores: Lima, Viviani Alves de, Teixeira Júnior, José Gonçalves
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Actio (Curitiba)
• Texto Completo: https://periodicos.utfpr.edu.br/actio/article/view/14997
• topic: Ensino-Aprendizagem; Dislexia no Ensino Médio; Escola Inclusiva; Ensino de Ciências e Matemática; Adaptação de recursos didáticos; Dyslexia in High School; Inclusive School; Teaching Science and Mathematics; Adaptation of teaching resources

The objective of this research is to verify the practice of educators on the inclusion of dyslexic students in the school environment and to provide reflections on how to realize the potential of this student in the classroom from the elaboration of a virtual product on adaptations of questions around Sciences of Education. Nature for students with dyslexia. The research has a qualitative nature, based on the search for a bibliographic study and data collection instruments, semi-structured interviews, and questionnaires. The research was developed in a public school in the city of Uberlândia-MG, in which a teacher training course was held, from February to December 2019, with the objective of analyzing the reflections and making interferences of pedagogical practices, order to minimize the difficulties that revolve around this problem. The results, such as material adequacy (activities and assessments) revealed a discrepancy between the convictions favorable to inclusion and the educators' real inclusive actions. It is also noticed that dyslexia cause a pedagogical disadvantage, insecurity and interferes with the dyslexic image, which often goes unnoticed in the classroom. In addition, the dialogues reported by the participants are the research data, and the reflections we make from them are our attribution of meaning, which represent our understanding of the objectives described initially. Thus, it is concluded that there is a need to change educational and attitudinal paradigms so that the school inclusion of dyslexic students is effective. As a product of this research, an Instagram channel was created, which provides didactic resources and legislation on the subject that can help the basic education teacher.