Dislexia, educação superior e aprendizagem: uma análise da subjetividade e dos processos compensatórios a partir da teoria histórico-cultural

• Ano de defesa: 2019
• Autor(a) principal: Freitas, Clariane do Nascimento de
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Brasil; Educação; UFSM; Programa de Pós-Graduação em Educação; Centro de Educação
• Palavras-chave em Português: Dislexia; Educação superior; Subjetividade; Processos compensatórios; Aprendizagem; Teoria histórico-cultural; Dyslexia; Higher education; Subjectivity; Compensatory processes; Learning; Historical-cultural theory; Educación universitaria; Subjetividad; Procesos compensatórios; Aprendizaje; Teoría histórico-cultural; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/18785

This Doctoral Thesis in Education is linked to the line of research Special Education, Inclusion and Difference of the Post-Graduation Program in Education of UFSM. It is based on the Historical-Cultural Theory, especially on the concepts of awareness and compensatory processes defined by Vygotsky and the concept of subjectivity developed by González-Rey inspired by the Vygotskian studies. Reference has also been made to understand what is dyslexia, its causes, characteristics, and classifications. The research aimed to understand how compensatory processes and the subjectivity can influence how people with dyslexia constitute their learning process in Higher Education. It was established as specific objectives: to know and recognize what are the difficulties of students with dyslexia concerning their academic career in Higher Education; to identify the forms of compensation that students with dyslexia use to deal with their learning process and to analyze how subjectivities influences this process. The locus of the investigation was the Federal University of Santa Maria, RS. The research subjects, identified as Alpha, Beta and Gamma, are undergraduate students of the institution and are diagnosed with dyslexia. For this research, six teachers of these subjects were also interviewed and they became available to contribute to the research. Adopting a qualitative approach, the research used the method multiple case studies and the data collected was made through semi-structured interviews. For the analysis of the data was used the Content Analysis technique. From the analysis of the interviews were identified two categories: teacher training and living with dyslexia. Both were divided into subcategories. It was found that teachers do not feel prepared to deal with students with specific disorders. This lack of preparation is attributed to insufficient initial training, lack of proactivity of teachers and few training opportunities offered by the institution. It was also understood that subjectivity is constituted from the awareness and the experiences of each subject permeated by the senses attributed to them according to the previous experiences of these subjects. Thus, subjectivity is in constant formation and transformation. Dyslexia's difficulties motivate the subjects to seek strategies and process compensatory to gain access to knowledge, to learn and to be able to demonstrate this learning. Compensatory processes can be classified as functional (strategies of study and resources, activation of different areas of the brain involved in the process of reading and writing) and psychological (how to deal with difficulties and self-esteem). It was concluded that subjectivity, as it is based on the experiences and the senses attributed to them, influences the attitudes of each subject. Consequently, it influences the mobilization of these subjects in search of strategies and resources to compensate for the difficulties related to dyslexia.