Formação continuada e a qualificação pedagógica no atendimento aos estudantes com dislexia: análise de uma ação extensionista

Abstract

Based on an experience with the extension project “Dyslexia: teacher training from the perspective of inclusive education” developed in 2023 at a Municipal Elementary School in Santa Maria (RS), the question is whether continued training enabled qualification of the teaching staff's pedagogical action regarding the teaching and learning process from the perspective of inclusive and equitable quality education for students with dyslexia. In this context, the following objectives were defined for the proposed study: investigate the impacts on teaching based on the continuing training actions proposed by the project; investigate the effects of project actions on the teaching and learning process of students with dyslexia; identify the contributions of collaborative teaching and UDL to the student inclusion process. The work was qualitative research in nature and the questionnaire was the method used to collect data. The instrument was answered by five elementary school teachers who had students diagnosed with dyslexia in their classes. The results indicate that the project's actions provided the participating teachers with relevant knowledge on the proposed themes, in order to qualify teaching action from the perspective of inclusive, equitable and quality education for students with dyslexia.