TRANSTORNO ESPECÍFICO DA APRENDIZAGEM COM PREJUÍZO NA LEITURA E ESCRITA - DISLEXIA: DAS CARACTERÍSTICAS ÀS INTERVENÇÕES

Abstract

This dissertation aims to examine how academic research in the field of education has contributed to enhancing teachers' knowledge in working with Specific Learning Disorder with impairment in reading and writing, known as dyslexia. The research highlighted the need to develop a guide for orientation and practices to further expand educators' understanding, serving as an informational tool for Basic Education teachers on the subject. Regarding the methodological procedures employed throughout the study, we conducted qualitative documentary and bibliographic research. Based on the specific objectives of the research, the first chapter of this dissertation discusses the legal issues surrounding dyslexia, as well as its conceptual and etiological aspects, which are intended to broaden teachers' knowledge. The second chapter analyzes the profile of research in Specific Learning Disorder with impairment in reading and writing, suggesting the necessity for more educational and teaching-focused studies. The third chapter addresses a crucial point in the research: investigating possible pedagogical interventions that could aid in the school context when working with dyslexic students. Concluding the research in the fourth chapter, evaluated the results of the developed Educational Product, an Orientation Guide for working with dyslexic students. This pedagogical resource provides basic education educators with intervention possibilities for their work within the school environment with dyslexic learners.