Dilemas de desafios: a criança, o autoconceito e a linguagem escrita

Abstract

This study was proposed with the objective to verify the existence or not of differences statisticly significant among the levels of difficulty in write learning (without evidence, moderate, medium and accentuated) and the general self-concept and its different contexts, which are: social, scholastic, family and personal, of a group of students, from second and third grade level of the fundamental education in Brazil, from public school, in the city of Uberlândia, Minas Gerais. The sample of the investigation was constituted for 160 children of both genders in ages among 6 17 years old. The results evidenced the existence of negative correlations between the self-concept, assessed through EAC-IJ (Escala de Autoconceito Infanto-Juvenil) and the levels of learning difficulty in writing, measured by ADAPE scale (Escala de Avaliação da Dificuldade na Aprendizagem da Escrita). Thus, the analysis of data suggest that children with learning difficulties in writing tend to present a more negative selfconcept and as much as the level of difficulty is increased the children have a lower selfconcept. On the other hand, the students with non-problems in writing attribute to themselves more positives characteristics. The results obtained by students of the second and third grade, in the ADAPE scale, considering the gender variations, age and the period they were at school, demonstrated that for those who were on the second grade the oldest students make more mistakes than the newest and that the students of the morning period obtained a higher value than the students of the afternoon period; in the case of the third grade the male students obtained a higher value than the female students and the students of the morning period make more mistakes than the students of the afternoon period.