Dyslexia, teaching and academic/professional success

A case study

Abstract

This text aims to present the academic trajectory from a college teacher who has the diagnosis of dyslexia and seeks to reflect on his posture about its specificities. Approach the implications of subjectivity in the diagnosis acceptance process and the way this teacher lives with dyslexia. It shows its academic path through all levels of education: from basic to higher education, including postgraduate (masters and doctorate). The research was of a qualitative approach and constituted as a case study. Data collection occurred through a semi-structured interview, which was recorded in audio and later transcribed. The collected data were analyzed through content analysis. Subjectivity, selfesteem and motivation to continue studying have been identified as important elements. It is concluded that although dyslexia affects the way people experience their relationship with reading and writing issues, it is not the disorder itself that defines this subject, but his attitude towards facts is what constitutes his subjectivity and, consequently his personality. Dyslexia is just one of the characteristics that make up teacher Athena as a subject and, because of her career, this disorder is an element of her daily life, which did not prevent her from obtaining a profession and maintaining her positive self-esteem. These facts also demonstrated another perspective on the diagnosis of dyslexia: the view of someone who has this diagnosis and has achieved academic and professional success.