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Publicação
A percepção dos professores sobre a inclusão de alunos com dislexia no campo de estudo
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Este trabalho tem como objetivo enfatizar a inclusão de crianças com Dislexia no processo de formação de professores. Ou seja, levando a entender a contextualização educacional, pois a inclusão de alunos com dislexia leva a escola a refletir e modificar seu espaço escolar, a fim de aprimorar seus recursos pedagógicos utilizados.
Tendo isso em vista, objetivamos com esse trabalho atenuar as dificuldades do ensino aprendizagem que a dislexia causa e propor uma relação teórico e prática direcionado a percepção dos professores nas séries iniciais do ensino fundamental menor, neste sentido, garantindo aos discentes um processo de letramento mais acessível aos portadores de transtornos de dislexia, assim, alcançando um ensino mais específico e inserindo os educandos no processo de letramento, com mais eficácia e menos traumático.
This study aims to emphasize the inclusion of children with dyslexia in the teacher training process. That is, leading to understand educational contextualization, since the inclusion of students with dyslexia leads the school to reflect and modify their school space, in order to improve their pedagogical resources used. With this in view, we aim to attenuate the difficulties of teaching learning that dyslexia causes and to propose a theoretical and practical relationship directed to the perception of teachers in the lower grades of elementary education, in this sense, guaranteeing to the students a process of more literacy accessible to people with dyslexia disorders, thus achieving a more specific teaching and inserting the students in the process of literacy, more effective and less traumatic.
This study aims to emphasize the inclusion of children with dyslexia in the teacher training process. That is, leading to understand educational contextualization, since the inclusion of students with dyslexia leads the school to reflect and modify their school space, in order to improve their pedagogical resources used. With this in view, we aim to attenuate the difficulties of teaching learning that dyslexia causes and to propose a theoretical and practical relationship directed to the perception of teachers in the lower grades of elementary education, in this sense, guaranteeing to the students a process of more literacy accessible to people with dyslexia disorders, thus achieving a more specific teaching and inserting the students in the process of literacy, more effective and less traumatic.
Descrição
Palavras-chave
Dislexia Inclusão Aprendizagem Formação de professores Dyslexia Inclusion Learning Teacher training