O ensino e aprendizagem de Línguas Adicionais a educandos disléxicos no Ensino Fundamental II: estudos de casos em uma escola pública municipal no interior gaúcho

Abstract

This work is a case study that had as its research context a public elementary school in a city in the interior of the state. As a general objective, the study aimed to analyze the effects and impacts of the propositions of additional language teaching to dyslexic students, specifically in the final years of elementary school II, based on criteria, methods, and strategies recommended by national bodies such as the Brazilian Dyslexia Association (2016) and international bodies such as the International Dyslexia Association (2017) in the learning process of these students, highlighting their difficulties and potentials. To this end, the study included five subjects: two additional language teachers, one inclusive education teacher working in the Specialized Education Service, and two dyslexic students enrolled in the final years of elementary school, all belonging to the same research context. As an instrument for data collection, interviews with the teachers, direct observations in regular English and Spanish classes, and adapted materials in both languages were conducted to check the students' proficiency at the basic level. The results found in this study, as will be seen throughout this TCC, seem to corroborate the theories raised in the theoretical contribution to teaching and learning processes involving dyslexic students.