MAPPING THE PRODUCTION OF KNOWLEDGE ABOUT DYSLEXIA AT A NATIONAL LEVEL

Abstract

Education goes beyond a formative role, not only being restricted to a physical environment, but rather related to interactions and experiences carried out in different dimensions of human development and to the different scenarios in which students are placed, conceiving themselves as a constitutive, informative, constructive instrument, among many other attributes that are placed in its conceptualization. In this sense, the purpose of this study is to map the main discussions and arguments raised about dyslexia, at a national level, aiming to encourage debate and interest in the effects that the specific learning disorder can have on the lives of affected students and its repercussions on effectiveness of Brazilian education. The study was based on an exploratory-descriptive methodology, with a qualitative approach to the data. Paying attention to the inclusion and exclusion criteria, 217 works were gathered, which are entitled: 1 monograph, 5 theses, 6 dissertations and 205 articles considered for subsequent review. Developmental dyslexia has been shown to have a high prevalence and incidence in the population compared to dyscalculia and dysorthography. This condition has shown heredity, characterized neurobiologically and with notable relationships to the APO-B100 coding gene and the X chromosome, elucidating itself as a disorder and distancing itself from a difficulty, as some studies attempt to characterize it, bringing with it an argument of a strict educational deficit.