LITERARY INCLUSION: AUDIOBOOK AS A RESOURCE FOR PORTUGUESE LANGUAGE LEARNING FOR STUDENTS WITH DYSLEXIA
This article presents the results of a research that consisted of analyzing the use of the audiobook as a teaching technological resource for students with dyslexia in the Portuguese language area. The research included a qualitative approach, characterized as descriptive, in which 53 High School st...
| Autores: | , |
|---|---|
| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2024 |
| País: | Brasil |
| Institución: | Universidade Estadual Paulista (UNESP) |
| Repositorio: | Repositório Institucional da UNESP |
| Idioma: | portugués |
| OAI Identifier: | oai:repositorio.unesp.br:11449/306104 |
| Acceso en línea: | http://dx.doi.org/10.1590/1980-54702024v30e0166 https://hdl.handle.net/11449/306104 |
| Access Level: | acceso abierto |
| Palabra clave: | Audiobook Digital Information and Communication Technologies Learning Disorders Literature Reading |
| Sumario: | This article presents the results of a research that consisted of analyzing the use of the audiobook as a teaching technological resource for students with dyslexia in the Portuguese language area. The research included a qualitative approach, characterized as descriptive, in which 53 High School students participated, divided into two groups, and their respective teachers. As research instruments, the following were used: logbook, questionnaires and a didactic sequence that included the use of the book and audiobook Auto da Compadecida, by Ariano Suassuna. The results highlighted that using the audiobook resource can benefit reading in Portuguese language classes and in other subjects, promoting the engagement of students with and without dyslexia, increasing participation and interaction during classes. Ao comparar-se a participação dos estudantes em momentos com e sem o uso do audiobook, ficou evidente que o uso dessa tecnologia foi amplamente aceito pelos participantes. When comparing the participation of the students during the moments with and without using the audiobook, it was evident that the use of this technology was widely accepted by the participants. Although audiobooks are available on several free platforms, many students and even teachers revealed that they did not know or had never used them. The use of technological resources can enhance the teaching and learning process, introducing dynamism and making the content more accessible to students who seek innovative alternatives for studying. |
|---|