“Dificuldade de aprendizagem” e reforço escolar nos anos iniciais do ensino fundamental

Abstract

The present Study Completion (TCC) aims to problematize conceptions and teaching practice s that are involved in the relationship between "learning difficulties" and referral for School R einforcement of children of the early years of the Primary School of Getúlio Vargas/ RS and S tation/ RS, since these concepts can be directly linked and collaborate for an effective non learning of the students in question. For the elaboration of this CBT, some central concepts rel ated to the proposed theme were established, such as "Learning difficulties", treated from auth ors such as Formosinho (1998) and Freire (2017), Vigostski (1991); Evaluation, with authors Demo (2008), Luckesi (1996); and the theme School Reinforcement, citing authors such as L uckesi (1999). In this way, the Field Research was carried out in schools of Getúlio Vargas an d Station with teachers from the early years of elementary school, as well as with school mana gement and with the teacher(a) of School Reinforcement. The Field Research was carried out using two questionnaires, each containing 5 descriptive questions, one of them for the profess ors (as) and management and the other for the teacher (a) of School Reinforcement. Questionn aires were sent through the Google Form, and teachers and management had ten days to respo nd. This questionnaire aimed to understand a little about what criteria these educators use to d efine that a child has "learning difficulties" and, in this way, to refer it to the School Reinforce ment, as well as to understand a little of the work carried out in these moments of School Rein forcement. After analyzing the data, the results indicate that the theme Learning and School R einforcement Difficulties is still little studied, concluding that the majority of the teachers inte rviewed do not have an in-depth look at the subjects. Their conceptions are directed towards the failure of the student and not towards his practices. The work carried out at the School Reinforcementi points out that it serves only as an aid for the teacher, in order to just take the”problem” off the back of the teacher.