Dificuldades de aprendizagem nos anos iniciais do ensino fundamental: análise dos encaminhamentos escolares à equipe multidisciplinar da educação

Abstract

This research is part of the all the researches performed at the Research Group of Teaching, Learning and Historical-Cultural Theory (GEPEAThc). It is inscribed in the Culture, Educational Processes and Teacher Training’s research line, which investigates the interrelations between culture and education, teacher training, formal and nonformal educational processes in their theoretical-practical, socio-political and pedagogical dimensions. Our research is a case of study of elementary schools of the city school network of Maravilha / SC. Its objective is to systematize and analyze the data from teachers’ evaluation at the time of referrals of children with indicative of learning difficulties. Our emphasis is on the justifications used by teachers when they forward children from the first, second and third years of elementary school to evaluation with the multidisciplinary team. The need to understand these referrals emerges essentially from the number of referrals received from the teachers in the years 2016 and 2017. Therefore, we believe that through the justifications made by the teachers, we will identify their understanding of the learning difficulties. In order to reach the proposed objectives, we used as theoretical contributions the foundations of the Historical-Cultural Theory, because it is the one that best explains human development and especially how social relations mediate this process, as well as understanding that learning is no longer a simple behavior and becomes the key to development. Therefore, our theoretical foundation is based on the understanding of the learning process, as we present what the literature brings about what are learning difficulties and what are learning disorders. In the search for this understanding, we conducted a semi-structured interview with nine teachers who made referrals in their respective years. As the result, we identified that the teachers are, very often, not prepared to deal with learning difficulties. Many teachers don´t take into consideration important aspects of child development, nor do they consider their role in this development, because they still consider only biological development. However, for omnilateral development to happen, we need the other, through the relations established with more experienced culture holders. So, we emphasize that we are facing an educational system that is not attentive to the child as well it is not attentive to the teacher. Now a days, there are social relations of production that increasingly weaken the human being, mistreat people and cause suffering. That´s why we do not blame the children, neither the teacher, for learning difficulties, but a system that does not prepare them for this process, as well as do not provide the minimum work conditions. Following this lead of the research, we essentially conclude that the child doesn´t show a learning difficulty, but faces it, for being an active subject during that process. Therefore, we believe that our research has a great social relevance because it deals with a problem that grows every day and that interferes on the process of development and learning of several children. As well as the educational relevance, because, by understanding the phenomenon and understanding its problem, we will be able, through continuous formation, to assist this teacher in the process of knowledge about this subject.