Ultrapassando as dificuldades da dislexia através da arte
Miniatura indisponível
Data
2009
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Resumo
A intervenção em crianças disléxicas nem sempre é fácil uma vez que, à partida,
serão crianças desmotivadas por insucessos repetidos, complexos de inferioridade, timidez,
baixa autoconfiança e auto-estima, com pouca capacidade de atenção e concentração. A
família, a escola e a sociedade em geral têm um papel decisivo, não deverão exigir nem
impor metas complicadas, adaptando sempre uma postura de compreensão da criança. A
criança disléxica aprende num ritmo diferente, como tal, precisa que a escola adeqúe as
suas práticas educativas tendo em conta as suas características e especificidades.
Pretende-se com este trabalho aprofundar conhecimentos sobre a temática da
dislexia e sua aplicação, dentro da sala de aula, na disciplina Educação Visual e
Tecnológica, numa turma do 2º Ciclo do Ensino Básico que inclui uma aluna considerada
disléxica.
Começámos por caracterizar a turma, a aluna e os contextos envolventes em que as
mesmas se inserem, seguidamente fez-se uma intervenção estruturada, a longo e curto
prazo, numa dinâmica de planificação, acção e reflexão, numa perspectiva de educação
inclusiva, com práticas educativas cooperativas e diferenciadas.
Ao longo das sessões de trabalho, a turma teve a oportunidade de se manifestar nas
assembleias de turma, na negociação das actividades, de trabalhar em pares, em grande e
pequeno grupo, criando desta forma um clima de inter-ajuda e de cooperação na sala de
aula, funcionando com as duas professoras da disciplina, partilhando momentos de
aprendizagem e socialização de saberes.
A aluna considerada disléxica passou a interagir na turma com os colegas, de forma
positiva, e estes com ela. As suas dificuldades foram superadas com a ajuda dos colegas,
partilhando os seus saberes, dúvidas e experiências. Foi uma experiência positiva para o
grupo, para a aluna e para as professoras da turma.
The intervention in dyslexic children is not always easy from the start, a priori, children will be discouraged by repeated failures, inferiority complexes, shyness, low selfconfidence and self- esteem, with little attention span and concentration. The family, school and society in general have a decisive role, should not require or impose complicated goals, always adapting an attitude of understanding of the child. The dyslexic children learn at a different pace, as such, requires the school to adjust its educational practices in view of their characteristics and specificities. The aim of this work to deepen knowledge on the subject of dyslexia and its application in the classroom, Visual and Technological Education as the subject, in a class of the 2nd Cycle of Basic Education that includes a student considered dyslexic. We have began by characterizing the class, the student and the surrounding contexts in which they are involved, then became a structured intervention in the long and short term, in order of creating a dynamic planning, action and reflection, with a inclusive education perspective, with cooperative practical education and differentiated. During the work seasons, the class had the opportunity to express themselves in class meetings, the negotiation activities, working in pairs, in large and small groups, thus creating a climate of mutual help and cooperation in the classroom, working with two teachers of the subject, sharing moments of learning and socialization of knowledge. The student consider as dyslexic has started to interact in the class with the colleagues in a positive way, and they with her. Their difficulties were overcome with the help of colleagues, sharing their knowledge, doubts and experiences. It was a positive experience for the group, to the student and the teachers of the class.
The intervention in dyslexic children is not always easy from the start, a priori, children will be discouraged by repeated failures, inferiority complexes, shyness, low selfconfidence and self- esteem, with little attention span and concentration. The family, school and society in general have a decisive role, should not require or impose complicated goals, always adapting an attitude of understanding of the child. The dyslexic children learn at a different pace, as such, requires the school to adjust its educational practices in view of their characteristics and specificities. The aim of this work to deepen knowledge on the subject of dyslexia and its application in the classroom, Visual and Technological Education as the subject, in a class of the 2nd Cycle of Basic Education that includes a student considered dyslexic. We have began by characterizing the class, the student and the surrounding contexts in which they are involved, then became a structured intervention in the long and short term, in order of creating a dynamic planning, action and reflection, with a inclusive education perspective, with cooperative practical education and differentiated. During the work seasons, the class had the opportunity to express themselves in class meetings, the negotiation activities, working in pairs, in large and small groups, thus creating a climate of mutual help and cooperation in the classroom, working with two teachers of the subject, sharing moments of learning and socialization of knowledge. The student consider as dyslexic has started to interact in the class with the colleagues in a positive way, and they with her. Their difficulties were overcome with the help of colleagues, sharing their knowledge, doubts and experiences. It was a positive experience for the group, to the student and the teachers of the class.
Descrição
Orientação: Isabel Sanches
Palavras-chave
EDUCAÇÃO, EDUCAÇÃO ESPECIAL, DISLEXIA, ARTE, EDUCATION, SPECIAL EDUCATION, DYSLEXIA, ART, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO - EDUCAÇÃO ESPECIAL: DOMÍNIO COGNITIVO E MOTOR