A alfabetização de crianças com dislexia tem se apresentado como um desafio aos professores. Na busca por informações, os docentes têm encontrado nos canais do YouTube, vídeos sobre o tema. Diante disso, este artigo, de caráter qualitativo, teve como objetivo geral desvelar as características dos vídeos sobre alfabetização para crianças com dislexia veiculados no YouTube, destinados ao público docente. O estudo se fundamenta na teoria histótico-cultural e em estudos do campo da formação de professores e da alfabetização. A pesquisa se caracteriza como documental. Os documentos analisados foram os dez vídeos do YouTube mais visualizados no período de 2010 a 2020. A análise dos dados aponta que os conteúdos são apresentados de modo superficia,l o que pode levar à dificuldades no processo de alfabetização. É fundamental que o professor tenha clareza da intencionalidade das propostas que desenvolve, para que possa avaliar de forma criteriosa e crítica os materiais que seleciona para a sua ação pedagógica. Abstract The literacy of children with dyslexia has been a challenge for teachers. In the search for information, teachers have found videos on the topic on YouTube channels. This article is qualitative nature one and aims to characterize the contents about literacy for children with dyslexia broadcasted in videos on the YouTube, aimed at teaching audiences. The study is based on the cultural-historical theory and on studies about teacher training and literacy theoretically based on Vigotski (1998; 1999), Smolka (1999), Mortatti (2000), Soares (2006; 2016), Kleiman (2005), and Vaillant & Marcelo (2012). This research is a documental one. The documents analyzed were the ten most viewed YouTube videos from 2010 to 2020. The data were analyzed, enabling the following interpretations: These contents are presented in a superficial and, in some cases, wrong way, which can lead to difficulties in the literacy process. It is essential that the teacher has clarity of the intention of their actions, so that they can carefully and critically evaluate the materials they select for their pedagogical action.
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