Conhecimento de professores em formação sobre a dislexia
DOI:
https://doi.org/10.30715/doxa.v27i00.21091Palavras-chave:
Dislexia, Formação de professores, Conhecimento docente, Dificuldades de aprendizagem, Educação superiorResumo
Este estudo avaliou o conhecimento dos professores em formação sobre a dislexia e verificou se a formação recebida sobre o transtorno durante a graduação associa-se com o conhecimento sobre a condição. A amostra incluiu 276 estudantes de Pedagogia de instituições públicas de ensino superior no Brasil. Todos responderam um questionário sociodemográfico e uma versão traduzida do Knowledge and Beliefs about Developmental Dyslexia Scale (KBDDS). Segundo os resultados, os participantes apresentaram conhecimentos precisos sobre a natureza, causas, desfechos e a sintomatologia da dislexia. Contudo, concepções equivocadas, como a crença de que a dislexia é resultado de déficits visuais, e desconhecimento sobre intervenções baseadas em evidências também foram identificadas. A formação em dislexia recebida durante o curso de Pedagogia associou-se significativamente ao conhecimento sobre o transtorno. Esses achados evidenciam lacunas na formação inicial dos futuros professores e sugerem que os currículos dos cursos de Pedagogia incorporem conteúdos científicos sobre a dislexia.
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