Formação continuada de professores de língua portuguesa: práticas pedagógicas para o ensino de estudantes com transtorno de leitura

Abstract

This research is about the continuing education of teachers in the final years with the purpose of including students with reading disorders enrolled in elementary school of basic education. The general objective was to develop studies for the elaboration of an E-book for the continuing education of Portuguese language teachers with pedagogical guidelines for the inclusion and teaching of students with reading disorders, in regular classes in the final years of basic education. The specific objectives sought to identify the difficulties encountered by teachers in the teaching and learning process of students with reading disorders and the teaching methodologies used by teachers to promote inclusion and assist students with reading ability disorder. This field research was based on a qualitative descriptive approach, the methodology was divided into two stages, being bibliographical to support the terms of this research using materials from authors such as Moojen and França (2016), Rodrigues and Ciasca ( 2016), Rotta and Pedroso (2016) and Ohlweiler (2016) who research the causes and effects of reading disorder/dyslexia and authors who talk about continuing education such as Zeichener (1993), Giroux (1997), Oliveira, Rosa and Silva (2005). The field research focused on investigating the pedagogical practices used by Portuguese language teachers at a school in the municipal school system in the municipality of Açailândia-MA, considering the knowledge, experiences and potential developed. The results found were significant, as we identified that even without the support for continuing education and financial incentives, the teachers are interested in the subject and look for possible methodologies to apply in the classroom for the inclusion of students with dyslexia. Our research product was organized so that teachers in the final years of elementary school identify students' difficulties and use assertive strategies that promote school inclusion.