Reading in the AEE classroom in the municipality of Cerro Largo: Developing phonological awareness in students diagnosed with dyslexia through inclusive games
DOI:
https://doi.org/10.21527/2179-1309.2025.122.17017Abstract
This study aims to develop alternatives to support children and young people diagnosed with dyslexia, with an emphasis on fostering phonological awareness and improving the reading process. The research analyzes the application of the educational software EstimuGAME, designed to promote phonological stimulation through interactive and playful games. The study began in 2024 with eight eleven-year-old students from the municipal education network of Cerro Largo who participate in Specialized Educational Assistance (AEE) and will continue throughout 2025. The theoretical framework is based on authors such as Almeida (2009), Castrillon (2013), Condemarin (1986), Dehaene (2012), Magri Filho (2011), Martins (2003), Moojen (2014), Petrossi (2004), Sampaio (2011), and Snowling (2013). The methodology involves applying tests through oral readings before and after using the software, allowing for an assessment of its effectiveness in learning. Preliminary data collected in 2024 indicate progress in the reading skills of most participants, suggesting that the use of playful tools can be a valuable resource for the inclusion and development of students with dyslexia.
References
ABD-ASSOCIAÇÃO BRASILEIRA DE DISLEXIA. Disponível em: <http://dislexia.org.br/v1/index.php/health-living-c/140-como-interagir-com-o-dislexico-em-sala-de-aula> Acesso em: 27 de janeiro de 2025.
ALMEIDA, Norma Martins de. Aprendizagem: normal e prejudicada. São Paulo: Santos Editora, 2009.
CASTRILLON, Luciana Maria Teixeira. Problemas de aprendizagem, soluções de aprendizagem: respostas instrucionais para as necessidades de cada aprendiz. In: ALVES, Luciana; MOUSINHO, Renata; CAPELLINI, Simone. Org(s). Dislexia: novos temas, novas perspectivas. Rio de Janeiro: Wak Editora, 2013. p.371-404.
CONDEMARIN, Mabel (org). Maturidade Escolar: manual de avaliação e desenvolvimento das funções básicas para a aprendizagem escolar.Enelivros. 1986.
DEHAENE, Stanislas. Os neurônios da leitura: como a ciência explica nossa capacidade de ler. Porto Alegre: Penso, 2012.
MAGRI FILHO, Hélio. Sou Disléxico... e daí? São Paulo: M. Books do Brasil. Acesso em: 27 de janeiro de 2025.
MOOJEN, Sônia (coord.); LAMPRECHT, Regina; SANTOS, Rosangela M.; FREITAS, Gabriela M.; BRODACZ, Raquel; SIQUEIRA, Maity; COSTA, Adriana C.; GUARDA, Elisabet. CONFIAS: Consciência Fonológica: instrumento de Avaliação Sequencial. São Paulo: 3 ed - Casa do Psicólogo, 2014.
PETROSSI, Eduardo. O que é Dislexia. Revista Superinteressante. Edição 207, dezembro de 2004. Disponível em: http://super.abril.com.br/ciencia/o-que-edislexia Acesso em: 28 de jan. de 2025.
SAMPAIO, Simaia. Dificuldades de aprendizagem: a Psicopedagogia na relação sujeito, família e escola. 3.ed. Rio de janeiro: Wak Editora, 2011.
SNOWLING, Margaret Jean. Dislexia. 2ª ed. São Paulo: Santos Editora Ltda., 2004. Margaret J. HULME, Charles. A ciência da Leitura. Porto Alegre: Penso, 2013.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Revista Contexto & Educação
This work is licensed under a Creative Commons Attribution 4.0 International License.
By publishing in Revista Contexto & Educação, authors agree to the following terms:
All works are published under the Creative Commons Attribution 4.0 International License (CC BY 4.0), which allows:
Sharing — to copy and redistribute the material in any medium or format;
Adaptation — to remix, transform, and build upon the material for any purpose, even commercially.
These permissions are irrevocable, provided that the following terms are respected:
Attribution — authors must be properly credited, a link to the license must be provided, and any changes made must be indicated.
No additional restrictions — no legal or technological measures may be applied that legally restrict others from doing anything the license permits.
Notices:
The license does not apply to elements that are in the public domain or covered by legal exceptions.
The license does not grant all necessary rights for specific uses (e.g., image rights, privacy, or moral rights).
The journal is not responsible for the opinions expressed in the articles, which are the sole responsibility of the authors. The Editor, with the support of the Editorial Board, reserves the right to suggest or request modifications when necessary.
Only original scientific articles presenting research results of interest that have not been previously published or simultaneously submitted to another journal with the same purpose will be accepted.
Mentions of trademarks or specific products are intended solely for identification purposes and do not imply any promotional relationship by the authors or the journal.
License Agreement (for articles published from October 2025): Authors retain the copyright to their article and grant Revista Contexto & Educação the right of first publication.
