The deconstruction of the dyslexia concept: conflict between different perspectives

Abstract

This paper discusses the deconstruction of the concept of dyslexia, constructed around two axes: the health sciences, which present organic factors as causes of dyslexia (brain functioning, genetic factors, cognitive difficulties) and human sciences, which link causes to social factors (literacy, singularities, educational factors) whose implications result in childrens difficulties. There is, in one of the axes, the construction of pathology, and in the other, its deconstruction through concepts such as diversity, and social and cultural differences. This discussion is relevant because professionals working in these fields become either accomplices or critics of one of these interpretations of reality.