Transtorno da dislexia nos anos iniciais do ensino fundamental: um processo de formação continuada

Abstract

The objective of this master's research, developed in the Postgraduate Program in Teaching Human, Social and Natural Sciences, linked to the research line Foundations and Methodologies for Teaching Human Sciences and anchored in the Macroproject “Multiliteracies, Interdisciplinarity and Teacher Training: production and application of innovative educational resources”, is to contribute to the training of basic education teachers for pedagogical work with dyslexic students in the early years (1st to 3rd grade) of Elementary Education. To achieve this, the specific objectives established are as follows: to survey the training demands and needs of teachers regarding the identification of dyslexia and intervention with students; to design, develop, and evaluate a continuing education course (educational process) for teachers from the municipal education system in a small town in the interior of Paraná State, based on the literature on the topic and the training needs indicated by the teachers, with a focus on dyslexia. The course aims to provide theoretical and practical support and guidance, enabling teachers to develop inclusive pedagogical practices; and to contribute to enhancing reading learning in dyslexic students in the early years of Elementary Education. This is a qualitative action-research study. The course adopted a constructive-collaborative model of investigation-intervention, based on the training needs presented by the teachers. Data were gathered through the development of the continuing education course itself and the different evaluative instruments applied throughout the process. For data analysis, the triangulation technique was employed. The analysis of the obtained data shows that the teachers were able to deepen their understanding of the legislation governing Special Education from the perspective of inclusive education in Brazil, as well as the different conceptions underpinning pedagogical practice with the target audience of Special Education in the school context. This includes individuals with disabilities and global or specific developmental disorders, while recognizing that not all student difficulties are disorders. Furthermore, the teachers became aware of the importance of adopting an inclusive approach, addressing the individual needs of students to ensure their right to learn. They emphasized the use of all possible interventions before seeking a more detailed investigation aimed at a diagnosis and referring the student to a multidisciplinary team only when necessary. Additionally, it was observed that the participating teachers gained a broader understanding of the inclusion of dyslexic students and students with learning difficulties in the classroom. They came to understand that the student is not the problem, but rather that the conditions provided to them often do not favor their learning and development. They acknowledged the social barriers that frequently hinder student development and sought to promote practices that support student learning. They also recognized that, in addition to the student, the teacher plays a fundamental role in the teaching-learning process and that their work directly impacts the student’s development. The findings also highlighted the need to overcome social inequalities and ensure that all students have access to quality, critical, and emancipatory education.