Práticas pedagógicas de ensino-aprendizagem para um estudante com dislexia: relato autobiográfico da sua trajetória educacional

Abstract

This research, developed at the master's level, addresses dyslexia within the educational context, focusing on the teaching-learning process and inclusion, based on the lived experience of a dyslexic student up to higher education, who is the author of this master's thesis. The research question is: what are the main pedagogical and attitudinal barriers faced by dyslexic students in their educational journey, and what alternatives are found to overcome these barriers? The objective was to reflect on the barriers (pedagogical and attitudinal) and facilitators in the educational trajectory of a dyslexic student. The research approach is qualitative, with data constructed from the autobiographical/narrative methodology of the author, analyzed through the theoretical-methodological framework of the Scenic Understanding Model. The analytical framework consists of three scenes: Scene 1, which involves the narrator's own account; Scene 2, which involves their position regarding what is narrated in Scene 1; and, in the interplay between Scenes 1 and 2, forgotten scenes and reflections on barriers and facilitating elements for learning emerge, termed as Scene 3. From the analysis, the author's reflection on barriers and accessibility in their educational journey reveals that there was attitudinal and methodological accessibility from the family in the early years of primary education, but also attitudinal barriers due to ignorance of the disability and some teachers' prejudices. After the dyslexia diagnosis, the return to school up to university again highlighted the family's role in accessibility, but there were still denial barriers and methodological barriers. Conversely, due to methodological, programmatic, communicational, and instrumental accessibility, the dyslexic individual entered the Master's program in Teaching at Unipampa, Bagé campus. The research was conducted from 2022 to 2024. Regarding the theoretical framework, it enabled reflection on dyslexia, expanding knowledge; on barriers, accessibility, and the relationship with the teaching-learning process in school and university education, and ultimately, on inclusive education itself. It also allowed for reflection on the eight multiple intelligences as a lens to view the student's success in teaching and learning, that is, to "see" the student's potential, or what they are capable of achieving. The author, a dyslexic student, has a different way of interpreting, understanding, and implementing their activities, thus requiring pedagogical support and curricular flexibility. It is understood that these elements are crucial to avoid learning barriers and consequently ensure successful learning development and prevent the student from dropping out due to educators' lack of knowledge about how to provide conditions for this individual to remain within the academic context.