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A formação dos professores de língua inglesa para o ensino de alunos com dislexia
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| 1.53 MB | Adobe PDF |
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Abstract(s)
O pressuposto de que o professor desempenha um papel relevante no processo de inclusão de alunos com necessidades educacionais especiais deu origem ao presente estudo. O objetivo principal do estudo será investigar se a formação dos professores de língua inglesa contempla estudos na área de dislexia. A pesquisa, de natureza empírica, apresenta uma revisão de literatura baseada no referencial histórico da educação inclusiva, nos documentos oficias brasileiros elaborados pelo Ministério da Educação do Brasil referentes ao ensino inclusivo, e em diferentes estudos a respeito da dislexia e da formação dos professores de língua inglesa. A investigação de cunho quantitativo utilizou o inquérito por questionário para a obtenção dos dados e envolveu professores de escolas públicas e privadas da cidade do Rio de Janeiro. Nos resultados obtidos, foi constado que formação dos professores da língua inglesa não contempla em sua grande maioria estudos específicos sobre esse transtorno, que grande parte da amostra não considera seu conhecimento a respeito da área estudada como bom e que a maior parte dos docentes envolvidos na pesquisa não se sente apto para trabalhar com alunos portadores da dislexia.
The conviction that the teacher has a major role in the process of inclusion of students with especial needs motivated this study. Its main aim is to investigate if the training and education of English teachers address studies in the area of dyslexia. This research of empiric nature presents a review of literature based on historical references of inclusive education, in documents elaborated by Ministério da Educação do Brasil with reference to inclusive education and in different studies regarding dyslexia and English teacher‟s training and education. This investigation follows the quantitative research approach and adopted a questionnaire as the method of data collection. The subjects involved in the study were English teachers of private and public schools of Rio de Janeiro. The results reveal that the training and education of English teachers do not address, in most cases, studies related to dyslexia, that great part of the subjects do not consider their knowledge in the area as good and do not feel apt to work with dyslexic students.
The conviction that the teacher has a major role in the process of inclusion of students with especial needs motivated this study. Its main aim is to investigate if the training and education of English teachers address studies in the area of dyslexia. This research of empiric nature presents a review of literature based on historical references of inclusive education, in documents elaborated by Ministério da Educação do Brasil with reference to inclusive education and in different studies regarding dyslexia and English teacher‟s training and education. This investigation follows the quantitative research approach and adopted a questionnaire as the method of data collection. The subjects involved in the study were English teachers of private and public schools of Rio de Janeiro. The results reveal that the training and education of English teachers do not address, in most cases, studies related to dyslexia, that great part of the subjects do not consider their knowledge in the area as good and do not feel apt to work with dyslexic students.
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Keywords
Educação inclusiva Formação dos professores Dislexia Inclusive education Teacher's education Dyslexia