Fatores que interferem no processo de aprendizagem: um estudo de caso.

Abstract

The learning process is complex and happens differently for each child. In schools, it is common to find cases of students struggling to learn. It is intended, in this study, to analyze the internal and external factors that interfere in learning. Thus, it starts with the following research problem: How do factors internal and external to the school influence the learning process of students? Therefore, the general objective of the monographic work is to analyze the internal and external factors that interfere in learning. The specifics, in turn, can identify the factors that interfere with learning; understand how teachers treat students' learning difficulties at school; and, register which factors make students' most difficult. In order to achieve the proposed objectives, the study was based on the work of authors such as: Fonseca (2020); Batista (2019); Tabile and Jacometo (2017); Freitas and Jabbour (2011); Dantas and Manoel (2009); Nascimento and Orth (2008); Sawaya (2006); Gimenez (2005); Yin (2005); Almeida (2001); Boruchovitch (2001); Drouet (1997); Freire (1996); Lucke and André (1986); Pain (1985); Gagne (1980). Therefore, in relation to the methodological path, the research is qualitative in nature, focused on a specific case. As data collection instruments, the investigation involved a literature review, an examination of the Pedagogical Political Project of the institution locus of research, as well as the application of semi-structured questionnaires to educators. Data analysis was carried out around the discussion of the delimited factors that interfere with learning, in compliance with the discussions proposed by the theoretical framework. At the end of the research, it is considered that both internal and external factors influence the student's learning, and the social, cultural and economic context may influence it positively or negatively. Therefore, it is important for the teacher to know the reality of their students, in order to better adapt the methodologies and provide students with full development. The school linked to the family must seek to promote comprehensive training, seeking to minimize interference factors.