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Abstract(s)
O estudo da dislexia vem suscitando o interesse de vários profissionais, em
particular os da educação, uma vez que os alunos disléxicos possuem um nível de
desenvolvimento cognitivo normal ou, muitas vezes, superior, e grande habilidade em
determinadas áreas. Em contrapartida, as suas dificuldades de aprendizagem resultam
numa discrepância entre o seu potencial intelectual e o seu desempenho escolar. As
dificuldades na aprendizagem, causadas pela dislexia, podem causar implicações
emocionais, nomeadamente níveis baixos de autoestima e de autoconceito e baixas
crenças de autoeficácia, influenciando, por seu turno, a motivação para aprendizagem.
Assim, a presente dissertação tem como objetivo contribuir para a compreensão
das autoperceções académicas e pessoais, ou seja, do autoconceito, autoestima e crenças
de autoeficácia, dos alunos do 7º ano do 3º Ciclo do Ensino Básico com dislexia. Para
tal segue-se uma abordagem metodológica qualitativa, com a aplicação de um
Questionário Sociodemográfico e uma entrevista semiestruturada. No estudo
participaram 4 alunos do 3º ciclo do ensino básico com dislexia, de ambos os sexos, de
uma escola da região norte do país.
Os resultados indicam que, na generalidade, os jovens apresentam uma
autoestima e autoconceito positivo, no entanto reconhecem as suas dificuldades,
essencialmente resultantes da dislexia. Apesar das dificuldades identificadas, a maioria
dos alunos, acredita ter competência para a resolução de projetos académicos e
profissionais futuros. O estudo aponta, ainda, para a importância do apoio dos
intervenientes do contexto escolar (professores, psicólogos, grupo de pares e família)
para a consolidação de um autoconceito e autoestima positivos, assim como para a
manutenção da motivação para a aprendizagem.
The study of dyslexia has raised the interest of several professionals, in special the education, once the dyslexics’ teenagers have a normal level of cognitive development or often higher and great skill in certain areas. In contrast, their learning disabilities result in a discrepancy between their intellectual potential and school performance. The learning disabilities caused by dyslexia, can cause emotional implications, including low levels of self-esteem and self-concept and low self-efficacy beliefs, influencing, in turn, the motivation for learning. So, the present work point to contribute to the understanding of academic and personal perceptions, in other words, self-concept, self-esteem and self-efficacy beliefs, from the students of the 7th year of the 3rd cycle of basic education with dyslexia. To this follows a qualitative approach with the application of a socio-demographic questionnaire and a semi-structured interview. In the study participated 4 students, of the 3rd cycle of basic education with dyslexia, of both sexes, from a school of north the country. The results indicate, in general, that the students exhibit a positive self-esteem and self-concept, however recognize their difficulties, mainly resulting from dyslexia. Despite the difficulties identified, the majority of students believed to have competency for the resolution of academic projects and future professional’s projects. The study also points for the importance of support from the school context participants (teachers, psychologists, group of peers and family), for the consolidation of a positive selfconcept and self-esteem, as well as for maintenance of motivation to learn.
The study of dyslexia has raised the interest of several professionals, in special the education, once the dyslexics’ teenagers have a normal level of cognitive development or often higher and great skill in certain areas. In contrast, their learning disabilities result in a discrepancy between their intellectual potential and school performance. The learning disabilities caused by dyslexia, can cause emotional implications, including low levels of self-esteem and self-concept and low self-efficacy beliefs, influencing, in turn, the motivation for learning. So, the present work point to contribute to the understanding of academic and personal perceptions, in other words, self-concept, self-esteem and self-efficacy beliefs, from the students of the 7th year of the 3rd cycle of basic education with dyslexia. To this follows a qualitative approach with the application of a socio-demographic questionnaire and a semi-structured interview. In the study participated 4 students, of the 3rd cycle of basic education with dyslexia, of both sexes, from a school of north the country. The results indicate, in general, that the students exhibit a positive self-esteem and self-concept, however recognize their difficulties, mainly resulting from dyslexia. Despite the difficulties identified, the majority of students believed to have competency for the resolution of academic projects and future professional’s projects. The study also points for the importance of support from the school context participants (teachers, psychologists, group of peers and family), for the consolidation of a positive selfconcept and self-esteem, as well as for maintenance of motivation to learn.
Description
Keywords
Dislexia Autoconceito Autoestima Crenças de autoeficácia Dyslexia Self-concept Sefl-esteem Self-efficacy