Estratégias metodológicas de ensino e aprendizagem em aulas de Ciências e Biologia para alunos disléxicos

Abstract

This work has as focus the inclusive education for students with dyslexia in Science teaching, considering that their phonological difficulties and personal peculiarities interfere in school development. In order to analyze scientific academic research on pedagogical methodologies for teaching Science and Biology for dyslexic students, the following research problem was highlighted: How academic production has explained the methodologies for teaching Science and Biology intended to fulfill the learning needs of students with dyslexia? The methodology used is the qualitative and exploratory approach, through bibliographic survey of descriptive exploratory character. With this purpose, categories of analysis that considered common aspects among the academic publications were listed. In the obtained data, it was concluded that there are few references with pedagogical strategies for the teaching of Science and Biology, which denotes the lack of bibliographic production in the area. Several publications involving the problematization of the theme of Special Education were discovered, although, materials on Dyslexia Disorder were found in a restricted quantity, and publications on teaching strategies, in an even smaller number. It is estimated that the dissemination of these researches and the appropriation of the results in schools is a collective task: of researchers, academic journals, and education systems; which would enable greater awareness, participation of dyslexic students and optimization of their learning in Science and/or Biology, additionally to other areas of knowledge.