Práticas pedagógicas para o ensino de alunos com dislexia: da língua portuguesa ao ensino distintivo de AEE

Abstract

Dyslexia is a learning disorder that mainly affects reading. It is characterized by persistent difficulties in acquiring and using fundamental academic skills, significantly affecting the development of reading, writing and, in some cases, mathematics, directly interfering in the literacy process. This article aims to understand the characteristics of dyslexia and which pedagogical practices teachers should use to benefit the learning process of students in the school environment. Methodologically, this is an exploratory study, using an open questionnaire addressed to four teachers from Multifunctional Resource Rooms (SEM), Specialized Educational Services (AEE), Federal, State and Municipal Network of different schools in the city of São João dos Patos/MA. Authors such as Dìaz (2011), Góes (2015), Gonçalves and Peixoto (2020) and others, develop theoretically with this research, reinforcing the pedagogical practices used to teach students with dyslexia. As for the results, it was observed with the analysis, there is a need for in-depth knowledge about dyslexia, as highlighted by the teachers, in addition to continuing education, as well as inclusive pedagogical strategies, adapted materials and assistive technologies for more egalitarian and fair teaching, being necessary to have knowledge about dyslexia and its impact on learning