Dislexia e processo de criação em artes visuais: uma narrativa autobiográfica

Abstract

This study that we developed in the course of this work deals with the process of artistic creation and how it is related to dyslexia. The same is based on three important elements, namely: school inclusion with emphasis on dyslexia, in order to demonstrate how the person with dyslexia behaves in the process of cognitive development; in the theoretical reference that has the work Unfinished Gesture: process of artistic creation of Cecilia Almeida Salles, which deals with the relevance of memory and imagination in the creative process; and, finally, the autobiographical study of the way in which my creation process is carried out as a carrier of dyslexia. School inclusion is a process that seeks to introduce students with some kind of special need in everyday life with others who do not have them in order to socialize and adapt to the everyday world that does not provide different conditions for them. Our focus is, in this context, on dyslexia which is a condition in which the individual has a differentiated mode of perception and cognition of the world. In the mentioned work of Cecília Almeida Salles, an important point for the process of knowledge formation of the dyslexic was identified, with which we have identified a lot: the importance of memory, traces and traces for artistic creation. This affinity with the author's theory happens because we find that my way of creating is always linked to my experience and, consequently, memory. Finally, the study shows how the process of artistic creation for people with dyslexia is based on the theoretical reference of Cecília Almeida Salles, and studied it was restricted to the work mentioned above, and in my own production and autobiography.