Produção Nacional
Revisado por pares
Elementary school teachers’ knowledge on dyslexia
2018; CEFAC Saúde e Educação; Volume: 20; Issue: 1 Linguagem: Inglês
10.1590/1982-021620182019117
ISSN1982-0216
AutoresIsabelly Silva do Nascimento, Angélica Galindo Carneiro Rosal, Bianca Arruda Manchester de Queiroga,
Tópico(s)Linguistics and Education Research
ResumoABSTRACT Objective: to describe the knowledge of elementary school teachers on child dyslexia. Methods: 10 teachers from the 1st to the 5th year of elementary education in public schools in the municipality of Abreu e Lima, Pernambuco, Brazil, participated in the study. A semi-structured interview was conducted with each teacher, individually, in the school itself and was based on some guiding questions. Results: content analysis allowed the identification of three thematic categories: 1. Teacher training does not address dyslexia; 2. Feelings and difficulties of the literacy teacher facing the challenges of literacy; 3. Lack of knowledge about dyslexia: school management of possibly dyslexic children. Conclusion: the research revealed the lack of knowledge of literacy teachers on dyslexia, despite having undergraduate and postgraduate education, as well as that of teachers who participated in training offered by the municipal education network.
Referência(s)