Banca de DEFESA: ELAINE CRISTINA DE MOURA RODRIGUES MEDEIROS

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
DISCENTE : ELAINE CRISTINA DE MOURA RODRIGUES MEDEIROS
DATA : 01/06/2017
HORA: 14:00
LOCAL: Sala Multimeios 2
TÍTULO:

DYSLEXIA IN THE UNIVERSITY: A CASE STUDY

PALAVRAS-CHAVES:

Adults with Dyslexia; Inclusive Education; Higher Education, Course of Learning. 

PÁGINAS: 154
GRANDE ÁREA: Ciências Humanas
ÁREA: Educação
SUBÁREA: Tópicos Específicos de Educação
ESPECIALIDADE: Educação Especial
RESUMO:

Dyslexia in adults up to now appears to Education as a topic of little exploration, so that the inclusion of this public in Higher Education still presents as a challenge that requires the development of policies and actions that guarantee the access, permanence and conclusion of studies. This research resulted from the need of investigation and reflection on the current condition of the adult with dyslexia accompanied by the UFRN Accessibility Center (CAENE), taking into account its academic profile and its process of educational inclusion in the university context. The purpose of this study is to analyze the educational characteristics of UFRN students with dyslexia, through the characterization of the educational profile, a day-to-day behavior investigation and an evaluation on reading and writing performance of the five participants in study. In addition, it is brought a review of the literature on the topic in question. In order to do so, this thesis adopted the qualitative (MINAYO, 2001) and exploratory (GIL, 2007) research approach, using the case study technique (GIL, 2007). For data collection, semi-structured interviews were applied (TRIVIÑOS, 1987). As an analysis strategy we opted for the Content Analysis perspective (BARDIN, 1977). The results showed, in general lines, that the university students face difficulties of reading and writing at the beginning of the academic trajectory that are incompatible with the other abilities that they possess. This fact surprises part of the professors which, in their turn, presuppose the inexistence of elementary problems in the adult group that access Higher Education. As a result, students begin to experience feelings of frustration, shame and inability to perform tasks. At the end of this research it was concluded that, for the educational inclusion of adult students with dyslexia at university it is necessary to have specialized educational support to help in the adoption of educational strategies. Furthermore, becomes essential to deconstruct barriers, mainly attitudes, expressed in the legislative sphere, as well as by professors and researchers, in their pedagogical practices and academic productions. 

MEMBROS DA BANCA:
Presidente - 1149542 - FRANCISCO RICARDO LINS VIEIRA DE MELO
Interno - 4197701 - ERIKA DOS REIS GUSMAO ANDRADE
Externo ao Programa - 1321136 - IZABEL AUGUSTA HAZIN PIRES
Externo à Instituição - ANA LUIZA GOMES PINTO NAVAS - FCMSCSP
Externo à Instituição - PATRICIA ABREU PINHEIRO CRENITTE - USP