Dislexia: conhecimento e prática pedagógica de professores

Abstract

This research aims to investigate how teachers' knowledge about dyslexia and their access to continuing education influence their pedagogical practices with students in the early years of Elementary School in the municipal educational network of Manaus. The study articulates the theoretical contributions of Lev Vigotski’s Historical-Cultural Psychology and Dermeval Saviani's Historical-Critical Pedagogy, along with current educational legislation, such as the National Education Guidelines and Framework Law (LDB) and Law No. 14,254/2021, emphasizing the teacher's role as an inclusion agent and mediator of elaborated knowledge. This is a qualitative research, anchored in the dialectic framework, with data collected through semi-structured interviews with two teachers (working in the 1st and 5th grades of Elementary School). The results indicate that teachers' knowledge about dyslexia is still predominantly based on common sense, configuring “spontaneous knowledge”, due to a profound gap in the provision of specific continuing education by the Municipal Department of Education (SEMED). Furthermore, the research reveals a strong mismatch between legal guarantees and the structural precariousness of schools, where overcrowded classrooms and lack of basic materials preclude intentional pedagogical mediation and overburden teachers in a solitary way. It is concluded that the effective inclusion of students with dyslexia requires early identification and an instrumentalized pedagogical practice, which can only be achieved through the provision of decent material working conditions and solid teacher training policies offered by the State. Keywords: dyslexia; pedagogical practice; school inclusion; continuing education; early years of elementary school.