Contribuições bibliográficas da Universidade Federal da Paraíba no processo de ensino e aprendizagem de estudantes com dislexia

Abstract

The present study focuses on the bibliographic contributions of the Federal University of Paraíba (UFPB) to the teaching and learning process of individuals with dyslexia. The choice of this topic arose from reflections developed throughout the course regarding the need for further studies and discussions on the subject, leading to the formulation of the hypothesis concerning the contributions of UFPB to the teaching and learning process of individuals with dyslexia. The general objective of this research is to analyze the contributions of the bibliographic productions available in the institutional repository of the Federal University of Paraíba regarding the teaching and learning process of students with dyslexia from 2016 to 2026. Its specific objectives are to carry out a survey of bibliographic productions produced at the institution between 2016 and 2026 that address the teaching and learning process of students with dyslexia; to map the studies produced, highlighting the theoretical and methodological contributions of each work; and to identify the contributions of the scientific productions found on the topic of dyslexia within the educational field. The methodology adopted in this study was bibliographic, qualitative, and exploratory research. Initially, sixteen studies on dyslexia were identified. After a more in-depth search, five studies were selected for analysis, four from the field of pedagogy and one from psychopedagogy, all produced within the last ten years. These analyses made it possible to identify three main axes in the productions: the difficulties in the teaching-learning process related to dyslexia, the role of the teacher in mediating this process, and the pedagogical strategies adopted. In this process, a lack of continuity and frequency in research on the topic over the years was observed, as well as gaps in the initial training of teachers to work with dyslexic students. It is concluded that it is necessary to expand academic discussions on the topic, encourage scientific production, and strengthen teacher education in order to achieve a more inclusive and effective education.