Dislexia : um olhar para a prática pedagógica

Abstract

The present work was elaborated using data collection through bibliographic research, based on the reading and analysis of books, articles, journals, periodicals and manuals, which cover the theme in which the authors stand out: Vitor Fonseca, Sally Shaywitz, Paula Teles and Jaime Zorzi, Drouet and Maia. The purpose of this study was to address dyslexia, not only in a clinical way, but also in pedagogy, aiming to contribute to the understanding of dyslexia in the school environment. The first chapter presents the conceptualization of learning, differentiating difficulty disorder, considering the multifactorial perspective of learning that involves the biological, cognitive, social and educational aspects. The second chapter brings the history and clinical study on dyslexia, punctuating symptoms, diagnosis and intervention. The third chapter points out dyslexia in the school context, covering the pedagogical aspect, the consequences felt by the dyslexic student in the daily school and pedagogical, as well as possibilities of methodologies and resources for the student's learning with dyslexia. Thus, when assessing the pedagogical process, and not only isolated dyslexia, the student and the school have the opportunity to progress in educational practices by creating the conditions conducive to learning and not only stick to the unfavorable practices and relationships that may permeate the concept of this disorder.