A prática pedagógica com alunos disléxicos na escola de 1º Ciclo do Ensino Básico
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Data
2012
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O presente estudo centra-se numa problemática real nas nossas escolas – a dislexia.
Sabendo que neste processo os professores são atores diretamente implicados e
os melhores recursos dentro da sala de aula, tentámos perceber quais “os conhecimentos
que têm sobre esta problemática” e o que os diferencia, tendo em conta algumas variáveis.
O inquérito por questionário foi a técnica adotada para a recolha da informação.
Centrámos o estudo nos professores dos agrupamentos de escolas do concelho de Sesimbra, sendo a nossa amostra constituída por 71 professores do 1º Ciclo do Ensino
Básico.
Nos resultados obtidos constatámos que os professores têm poucos conhecimentos
sobre a dislexia e sentem-se pouco preparados para o trabalho pedagógico com estes alunos. Comparando os conhecimentos dos professores que têm prática pedagógica ou formação na área da dislexia (formação que consideraram muito expositiva), constata-se
que não se diferenciam dos outros professores ao nível dos conhecimentos sobre esta problemática.
The focus of this research is based on a real problem faced by our schools at present – dyslexia. Knowing that teachers are the main agents who are directly in contact with, and are simultaneously the best pedagogical resource within the classroom, we attempted to understand what the knowledge of this problem was, and what differentiates them, bearing in mind a certain number of variables. Information was gathered by means of a questionnaire, and we centered our study on teachers who teach in schools in the Sesimbra County. Our sample was made up of 71 primary school teachers. In the results that were obtained, we concluded that teachers have little knowledge of dyslexia and feel ill prepared for pedagogical work with these students. Having compared knowledge of teachers who had specific practice and/ or training (and training was considered to be very expositive), we found that they do not differentiate themselves from other teachers in the knowledge of dyslexia.
The focus of this research is based on a real problem faced by our schools at present – dyslexia. Knowing that teachers are the main agents who are directly in contact with, and are simultaneously the best pedagogical resource within the classroom, we attempted to understand what the knowledge of this problem was, and what differentiates them, bearing in mind a certain number of variables. Information was gathered by means of a questionnaire, and we centered our study on teachers who teach in schools in the Sesimbra County. Our sample was made up of 71 primary school teachers. In the results that were obtained, we concluded that teachers have little knowledge of dyslexia and feel ill prepared for pedagogical work with these students. Having compared knowledge of teachers who had specific practice and/ or training (and training was considered to be very expositive), we found that they do not differentiate themselves from other teachers in the knowledge of dyslexia.
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Orientação: Nuno Mateus
Palavras-chave
EDUCAÇÃO, EDUCAÇÃO ESPECIAL, DISLEXIA, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO NA ESPECIALIDADE DE EDUCAÇÃO ESPECIAL E DOMÍNIO COGNITIVO E MOTOR, NECESSIDADES EDUCATIVAS ESPECIAIS, DIFICULDADES DE APRENDIZAGEM, FORMAÇÃO DE PROFESSORES, EDUCATION, SPECIAL EDUCATION, DYSLEXIA, SPECIAL EDUCATIONAL NEEDS, LEARNING DISABILITIES, TEACHERS EDUCATION