A mediação docente na aprendizagem e desenvolvimento de um estudante com dislexia: uma análise do filme "Como estrelas na terra, toda criança é especial"

Abstract

The main objective of this study was to observe the paper of teacher mediation in the learning and development process of a student with dyslexia, based on the movie “Like stars on Earth: every child is special”. Specifically, we sought to analyze how teacher mediation can promote the development of a student with dyslexia; and reflect on the importance of the teacher in the school inclusion process. For this, the study was based on the Cultural-Historical Theory, proposed by Lev Semenovich Vygotsky. The work was carried out through a bibliographic research on the subject, followed by a film analysis, based on two stages: decompose, that is, describe, followed by the interpretation of the decomposed parts. Then, a summary of the film was performed and four scenes were later chosen for analysis, based on the objectives of the study and its relevance to the discussion. The analysis results show that in the traditional teaching methodology there is a lack of adequacy of activities, as well as difficulties for school inclusion. It was also noticed the importance of planning appropriate teaching strategies that concider the specific educational needs of students. In addition, the relevance of affectivity in the teacher-student relationship for student learning and development is evidenced. This way, the relevance of a teacher mediation, which consider the specific educational needs, for inclusive education, was verified.