Debates sobre a dislexia em tempos de precarização da escola, do trabalho docente e das relações familiares

Abstract

Currently school education has been the primary means of access to scientific knowledge produced by mankind. However, this is not called at all. After completing elementary school, some children lags on the mastery of basic skills in reading, writing and arithmetic, many of which are diagnosed with dyslexia. Starting from this fact, this research was intended to analyze problems involving biologizing perspective on dyslexia, conceptualizing it as a learning disability in the area of reading and writing. We opted for the theoretical framework proposed by the Historical-Cultural Psychology, which indicates that all conditions have to learn while mankind constituting the development of higher psychological functions. Based on this concept was identified in public schools from city of Guaraniaçu, State of Paraná, the number of children diagnosed with medical report, as dyslexic and what educational services they receive. Investigated the state law that directs specialized educational service offered to dyslexic students, detecting contradictions between the theoretical and the way to enter these services. In the field research were applied questionnaires to teachers who teach in the early years of Basic Education and act as regents class only public school that offers specialized education in classroom Multifunctional Resources Type I and all the teachers of Portuguese Language matter the final years of higher education in the schools of the state system of this municipality, in order to examine how these professionals understand and organize their work on the learning difficulties of students diagnosed as dyslexic. We interviewed children who have dyslexia and report their mothers in order to identify how they arrived at this diagnosis and what the consequences of this document for their school careers. Of the students surveyed, only 18% had previous biological order the school term factors, others indicated pedagogical problems at the origin of learning disabilities. Concludes by identifying some common points in the origin of dyslexia, which are linked to the erosion of public school for students from working class, inadequate teaching work to the needs of students for situations that transcend the individual will these professionals and also family relations which are still linked to social conditions and social taxes evaluative models, which do not allow proper monitoring of the process of human development of school-age children.