Relações entre as práticas pedagógicas e o processo de ensino-aprendizagem de alemão em contextos específicos: o caso de um aluno disléxico.

Abstract

This dissertation aims to investigate the relationship between current pedagogical practices in the teaching and learning of German as an additional language. It case studies a dyslexic student in the school context. Dyslexia takes on an even greater relevance given teachers’ lack of knowledge about it in this context, in view of the current concern with inclusive education in regular schools. Therefore, a case study was carried out with an elementary school student diagnosed with dyslexia in the light of socio-cognitive theories. Methodologically, the qualitative-interpretative paradigm was adopted to develop an action- research. Observations to understand the needs of this student and the context were confronted against data from the Inclusion Guidelines Booklet provided by the school. Based on this comparison, two pedagogical practices were then developed and applied. In addition, two interviews were conducted: the first before the intervention and the second at the end. Data from the practices and interviews were coded and analyzed according to the categories emotion, attention, and interaction based on the concepts of joint attention (TOMASELLO, 2003), background emotion (DAMÁSIO, 2000) and interaction from the perspective of Sociocultural Theory (LANTOLF, 2000; KRAMSCH, 2000). The results indicate that this particular dyslexic student shows changes in attitudinal and attentional aspects according to the number of participations in the activities in class. In small groups, there are indicators of his greater engagement in the teaching-learning process. In addition, there is evidence that content flexibility and teacher’s autonomy in German classes may help in the interaction dynamics with the dyslexic student if the objective is the co-construction of meanings in the target language.