Abstract

FREITAS, Claydianne dos Santos  and  AZONI, Cíntia Alves Salgado. Cognitive Reading science and learning difficulties: What literacy teachers think?. Rev. psicopedag. [online]. 2024, vol.41, n.125, pp.231-250.  Epub Sep 13, 2024. ISSN 0103-8486.  https://doi.org/10.51207/2179-4057.20240033.

Cognitive Reading science has produced relevant scientific evidence for literacy with proven effectiveness in reading policies and teaching practices in Brazil and other countries. Scientific findings have provided support for the professional training of agents who work in the field of literacy, helping them to develop teaching practices that consider the educational specificities of students. The literacy process is complex and challenging, where difficulties often arise throughout the learner’s journey, but there are individuals who present recurring difficulties that require greater preparation from the literacy teacher. Thus, the need to provide professionals with training based on scientific knowledge to promote equitable and quality education. The descriptive study of an exploratory nature with data analysis based on the Bardan model, aimed to identify the knowledge of Brazilian professionals who work in the public education network in municipalities in Rio Grande do Norte on literacy and verify the impact of the Professional Development Program of Literacy Teachers in the Context of Reading Science. For its design, literature reviews, Likert evaluation questionnaires and intervention with professional training were used. The initial data identified a gap in relation to knowledge about scientific evidence on reading, neurodevelopmental disorders, specific learning disorders, dyslexia, school monitoring of students with greater learning difficulties, and Brazilian guidelines that guide school work on inclusive teaching. And after the training experience, it was found that the professionals’ attitude of insecurity remained in relation to the knowledge they worked on. With this, the investigation reaffirms the need for literacy teachers to have greater access to scientific evidence through training so that they can build a safe stance in implementing inclusive practices to promote and remediate learning in reading.

Keywords : Teacher Training; Cognitive Science; Difficulty Developing Reading; Brain and Reading.

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