Dificuldades de aprendizagem: movimentos discursivos na voz dos alunos

AUTOR(ES)
DATA DE PUBLICAÇÃO

2004

RESUMO

The research has as its main objective to analyze the learners discourse related to what has been named in the Brazilian educational system as learning failure, or learning difficulties. It aims at developing a broader view on the general learning process. Having this in mind, the researcher studied nine students who had been labeled by the school, teachers and school administrators, as having special learning difficulties. Students all belong to an elementary public school in the Blumenau region, SC, Brazil. The data analyzed are from individual interviews with the children, drawings made by the learners and little theatres also performed by the students. The data were analyzed in an interpretative linguistic perspective having as its main objective the development of a better understanding of these learners. The data analysis seems to indicate that the label given by the school to these learners influences the learning process of the students and develops a negative self-image. The childrens discourse also seems to indicate that the difficulties can be related to specific classroom situations and that the difficulties experienced by them can develop specific fears related to the learning process. The data also show that children do not refer to themselves has having learning disabilities, showing that they are labeled as such by teachers, parents and colleagues. Children, however, do accept that they do have difficulties because of the evaluative procedures of the classroom which classify them as being in a situation of school failure. It seems also clear from the data that this situation easily creates among children and among school authorities explanations for such difficulties and the causes are many times referred to the learner himself, to the teacher, to the school or to the socio-cultural environment in which the children live. From the data analyzed, the researcher hopes that schools and classrooms can develop pedagogical activities and create a learning environment in which teachers and learners will feel committed to a more inclusive school in which learners can develop knowledge at their own pace.

ASSUNTO(S)

imagem da escola child discourse dificuldades de aprendizagem aprendizagem; distúrbios da aprendizagem discurso infantil disturbios da linguagem learning difficulties education and self-image educação - auto-imagem school and self-image

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