Dificuldades de aprendizagem no ensino fundamental I: concepções de docentes e analistas pedagógicos acerca dos fatores intervenientes

Abstract

This study is the result of an exploratory research developed in the Postgraduate Program of the School of Education of Federal University of Uberlândia. The research line of this study is Knowledge and Educational Practices, and it addresses the conceptions of teachers and pedagogical analysts about the intervening factors of learning disabilities of elementary school students. This study was based on a psychopedagogical aspect, which has learning as its object of study and advocates that all students have possibilities to learn from their singularities. The research was carried out in two elementary education institutions in Uberlândia (MG) and had teachers and pedagogical analysts as the participating subjects. The interest in this subject emerged from the concerns in the researcher's professional practice, due to unanswered questions related to learning disabilities in the school context. That said, the problematizing questions that guided this study were outlined: what are the conceptions of teachers and pedagogical analysts about the intervening factors of the learning disabilities of elementary school students and the impacts caused in the school context? How can the relationship between the pedagogical team and the students contribute to overcome the conflicts and problems faced in the teaching-learning process? How does the school deals with students with learning disabilities? To build data, instruments were used in order to make it possible to unveil the research object: focus group, semi-structured interview and document analysis. The data analysis process led to two so-called categories of analysis: 1- The constitution of learning disabilities in teachers and pedagogical analysts concepts; 2 - The pedagogical work with students with learning difficulties. A subcategory emerged from the second category of analysis: 2.1 - Emerging projects as possibilities for the school to work with students with learning disabilities. Based on the analyses, it was possible to infer that complaints about learning disabilities are constant in the school environment, becoming a great challenge for all party involved in teaching-learning, especially students, who are labeled and excluded. The research participants presented objective and subjective factors as intervening in learning disabilities. Finally, it is important to point out that the reflections made about learning disabilities need to reframe the practices developed at school and overcome old paradigms that support the current educational models.