Conhecimento de professores em formação sobre a dislexia

Marcela Fulanete Corrêa; Jéssica Moreira Fonseca; Maria Cecília Assis Araújo

doi:10.30715/doxa.v27i00.21091

Autores/as

Marcela Fulanete Corrêa Universidade Federal do Vale do São Francisco https://orcid.org/0000-0001-8340-8092
Jéssica Moreira Fonseca Universidade Federal do Vale do São Francisco https://orcid.org/0009-0007-1551-3684
Maria Cecília Assis Araújo Universidade Federal do Vale do São Francisco https://orcid.org/0009-0009-5911-7856

DOI:

https://doi.org/10.30715/doxa.v27i00.21091

Palabras clave:

Dislexia, Formación docente, Conocimiento docente, Dificultades de aprendizaje, Educación superior

Resumen

Este estudio evaluó el conocimiento de los docentes en formación sobre la dislexia y examinó si la formación recibida sobre el trastorno durante la educación superior se asocia con el conocimiento sobre la condición. La muestra incluyó a 276 estudiantes de Pedagogía de instituciones públicas en Brasil. Todos respondieron un cuestionario sociodemográfico y una versión traducida de la Knowledge and Beliefs about Developmental Dyslexia Scale (KBDDS). Según los resultados, los participantes presentaron conocimientos sobre la naturaleza, las causas, los desenlaces y la sintomatología de la dislexia. Sin embargo, también se identificaron concepciones erróneas, como la creencia de que la dislexia resulta de déficits visuales, así como desconocimiento sobre intervenciones basadas en la evidencia. La formación en dislexia se asoció positivamente con el conocimiento sobre el trastorno. Estos hallazgos evidencian lagunas en la formación inicial docente y sugieren que los programas de Pedagogía incorporen contenidos científicos sobre la dislexia.

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Biografía del autor/a

Marcela Fulanete Corrêa, Universidade Federal do Vale do São Francisco

Universidad Federal del Valle del São Francisco (UNIVASF), Petrolina – Pernambuco (PE) – Brasil. Doctora en Psicología por la Universidad Federal de Minas Gerais (UFMG) y profesora del Programa de Psicología de la Universidad Federal del Valle del São Francisco (UNIVASF). Actualmente coordina el Laboratorio de Estudios sobre Alfabetización (LEA) y desarrolla investigaciones en las áreas del desarrollo cognitivo y el lenguaje.

Jéssica Moreira Fonseca, Universidade Federal do Vale do São Francisco

Universidad Federal del Valle del São Francisco (UNIVASF), Petrolina – Pernambuco (PE) – Brasil. Licenciada en Psicología por la UNIVASF. Sus intereses de investigación incluyen la Psicología Cognitiva y la Psicología Escolar y Educativa, con énfasis en la alfabetización, las dificultades de aprendizaje y los trastornos del neurodesarrollo.

Maria Cecília Assis Araújo, Universidade Federal do Vale do São Francisco

Universidad Federal del Valle del São Francisco (UNIVASF), Petrolina – Pernambuco (PE) – Brasil. Estudiante de pregrado en Psicología en la Universidad Federal del Valle del São Francisco (UNIVASF). Tiene interés en investigaciones en las áreas de Psicología Cognitiva, aprendizaje, lenguaje y desarrollo cognitivo.

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