Dislexia: apoio no processo de aprendizagem

Abstract

This study addresses dyslexia as a learning disorder that affects the way written language is processed. Although common, it remains poorly understood, impacting students' self-esteem and motivation. The central research question is: how can pedagogical teachers provide support for the learning of students with dyslexia in the early grades? The objective is to identify the main challenges faced by these children, reflect on effective pedagogical practices, and highlight the importance of ongoing teacher training to promote inclusion. The study is enriched by the author's personal experience of living with dyslexia, offering a practical and empathetic perspective. The methodology includes a bibliographic review of theoretical sources and reflections on personal experiences. The study emphasizes the importance of empathy and continuous training for teachers, as well as the use of technology and adapted materials as allies in the teaching process to create an inclusive and stimulating environment that values and develops each student's potential.