Dislexia para além dos déficits na leitura: um estudo exploratório de criatividade

Giulia Garcia Mendes; Renata Gonçalves Melo; Rafael Ribeiro Magro; Marielza Regina Ismael Martins

doi:10.51207/2179-4057.20230033

Authors

Giulia Garcia Mendes Faculdade de Medicina de São José do Rio Preto, São José do Rio Preto, São Paulo, Brasil
Renata Gonçalves Melo Centro Municipal Educacional Especializado em Avaliação e Atendimento Interdisciplinar Gato de Botas, São José do Rio Preto, São Paulo, Brasil
Rafael Ribeiro Magro Serviço Nacional do Comércio, São José do Rio Preto, São Paulo, Brasil
Marielza Regina Ismael Martins Faculdade de Medicina de São José do Rio Preto, São José do Rio Preto, São Paulo, Brasil

DOI:

https://doi.org/10.51207/2179-4057.20230033

Keywords:

Specific Learning Disorders, Dyslexia, Child-hood, Neuroscience, Creativity

Abstract

This paper was designed to explore how the differences in neural processing between dyslexic and non-dyslexic chil-dren are presented in practice, with a focus on creativity. This was done as a descriptive, exploratory cross-sectional cohort study with a sample of 50 school children, both gen-ders, 25 (GD) dyslexic and 25 (GC) without the disorder. The instruments were two creativity authoring tests adapted to the objectives of the study and to the pandemic context. The dyslexic schoolchildren (GD) 14 (56%) were male, with a mean age of 10.25 and standard deviation (SD) of 1.25 years. There was no significant difference between the GD and GC groups in the tests of mental field expansion (p≥0.05) which showed little generation of ideas and perspectives. In the connection tests there was significant difference (p<0.05), with higher performance of unusual combination of ideas in GD. In reorganizing the mental field, the GD considered a greater number of elements beyond a specific context and, changing viewpoints (p<0.05). The GD showed a greater number of ori-ginal responses (40%, n=10) compared to the CG (20%, n=5). These results were suggestive of greater creative abilities in the dyslexic group, but the reflection of the study reveals the need for an educational revolution that values divergent thinking and creativity, making education more inclusive.

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Author Biographies

Giulia Garcia Mendes, Faculdade de Medicina de São José do Rio Preto, São José do Rio Preto, São Paulo, Brasil

Acadêmica da Medicina.

Renata Gonçalves Melo, Centro Municipal Educacional Especializado em Avaliação e Atendimento Interdisciplinar Gato de Botas, São José do Rio Preto, São Paulo, Brasil

Fonoaudióloga e Psicopedagoga.

Rafael Ribeiro Magro, Serviço Nacional do Comércio, São José do Rio Preto, São Paulo, Brasil

Educador Físico.

Marielza Regina Ismael Martins, Faculdade de Medicina de São José do Rio Preto, São José do Rio Preto, São Paulo, Brasil

Terapeuta Ocupacional.

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