O trabalho docente e a educação: dificuldades de aprendizagens discentes.

Abstract

Learning difficulties is a broad and interdisciplinary topic, which involves the child's own questions and that is related to performance of various professionals, such as pedagogues, psychologists, speech therapists, educational psychologist and neurologists. We had as main objective to analyze the teachers of a school in Sousa City working with learning difficulties, facing the specificities of students. A collection of data with five teachers was held in a school from Sousa City. It is a qualitative study that sought to identify concepts and understand concepts socially constructed. It is about a field research, descriptive and qualitative. We used as data collection instrument a semi-structured interview, containing ten guiding questions. For the construction of the theoretical reference, we try to emphasize the prospect of learning difficulties, although they are determined by neurological factors, they can lead to social, emotional, affective problems and being strongly affected by the teaching methodology. The authors who have been using predominantly are Sisto (2001) and Sánchez (2004). These authors defend that learning difficulties can be compensated with psychoeducational help. Then a brief discussion of how learning takes place, in the overview of Campos (1986), and ingrained in Pfromm (1987) conceptions, who claim that learning is a gradual process through the stimulus offered. We also address the perspective of inclusive education by Mantoan (2006), and finally the continued education in Imbérnom (2006) that discusses the need of the teacher is looking for training continuously. All the presented data are in form of tables and analyzed descriptively. Based on the reference and from the analyzes carried, we realized that teachers recognize that they need to have methodologies focused on student learning, but when they do not learn the guilt is so only them, and when everything is fine the teacher is responsible for the achieved success, your concepts are not related to social, affective and methodological factors, they report that the children are slow, scattered and have no desire to learn, also blaming the family for school failure. We conclude that most of the interviewees seek formations in order to find ready-made recipes to solve their classroom problems while they feel unprepared to meet the needs of students.