Crianças com e sem queixas de dificuldades de aprendizagem: caracterização do contexto familiar e o olhar de pais e professores
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Data
2020-07-09
Autores
Silva, Elton Lopes da [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A educação, atualmente, realiza complexas e dialéticas reflexões e encaminhamentos sobre as dificuldades de aprendizagem. São diversos os vértices a serem analisados em relação às queixas de aprendizagem: a definição terminológica e seus interesses, a segregação e o sectarismo opressor, a função social da escola, a postura dos educadores e o contexto marcado por uma disparidade social. Outro recorte é o contexto familiar, que pode favorecer ou não a construção do conhecimento e o desenvolvimento do educando, sendo muitas vezes apontado por profissionais da educação como uma das causas das dificuldades de aprendizagem. Por isso, o presente estudo, que faz parte de uma série de investigações que vêm sendo levadas a efeito no GEADEC (Grupo de Estudos e Pesquisas em Aprendizagem e Desenvolvimento na Perspectiva Construtivista), busca caracterizar os contextos familiares de crianças com e sem queixa de dificuldades de aprendizagem e compreender como são vistos os papéis da família pelos educadores e dos educadores pelas famílias. Todavia, não buscamos assumir aqui uma postura ingênua de acreditar que as dificuldades de aprendizagem se reduzem ao contexto familiar e nem validar um pessimismo de acreditar que a aprendizagem escolar reproduzirá um contexto familiar desfavorável mecanicamente e/ou será determinado por ele. Acreditamos que tais processos são intrínsecos um ao outro e podem ser ampliados e transformados. Para atender ao nosso objetivo, adotamos uma abordagem quanti-qualitativa e lançamos mão de entrevistas semiestruturadas em uma escola pública municipal do interior de São Paulo. Três professoras aceitaram participar voluntariamente da pesquisa, sendo duas delas do terceiro ano do Ensino Fundamental e uma do quarto ano do mesmo ciclo. Elas indicaram cinco alunos com bom desempenho e cinco alunos com dificuldades de aprendizagem. Realizamos entrevistas com os 10 pais dos alunos indicados e as três professoras. Essas entrevistas tratavam do histórico de saúde e da vida acadêmica do aluno, das condições socioeconômicas e culturais da família e da rotina da criança, além da visão de pais e professores sobre a interação entre a família e a escola. Os resultados evidenciam que as características do contexto familiar e as condições socioeconômicas tanto dos alunos que apresentam dificuldades de aprendizagem como dos alunos com bom desempenho, não apresentam disparidades significativas, capazes de justificar a diferença no desempenho escolar. Por outro lado, notamos que as professoras se incluem como responsáveis no processo de aprendizagem quando o aluno obtém bom desempenho, entretanto, o mesmo não ocorre quando existem as dificuldades de aprendizagem e as responsabilidades são centradas na criança e na família.
Education currently performs complex and dialectical reflections and directions on learning difficulties. There are several vertices to be analyzed in relation to learning complaints: the terminological definition and its interests, the segregation and oppressive sectarianism, the social function of the school, the attitude of the educators and the context marked by a social disparity. Another feature is the family context that may or may not favor the construction of knowledge and the development of the student being often pointed out by many education professionals as one of the causes of learning disabilities. Therefore, the present study seeks to characterize the family contexts of children with and without learning disabilities and to understand how the roles of the family are seen by the educators and the educators by the families. However, we do not want to assume with it a naive stance of believing that learning disabilities are reduced to the family context and, on the contrary, to pessimism of believing that school learning will reproduce a mechanically unfavorable family context and / or be determined by it. We believe such processes are intrinsic to each other and can be expanded and transformed. To meet the goal, we adopted a quantitative and qualitative approach and used semi-structured interviews in a municipal public school in the interior of São Paulo, with 10 parents and 3 teachers of students from third and fourth grade who have learning difficulties, as well as students who performed well. The results show that the characteristics of the family context of both groups, as well as the socioeconomic conditions, do not present significant disparities, capable of justifying the difference in school performance. On the other hand, we note that teachers include themselves as responsible in the learning process when the student performs well, however, the same is not true when learning difficulties exist and responsibilities are centered on the child and family.
Education currently performs complex and dialectical reflections and directions on learning difficulties. There are several vertices to be analyzed in relation to learning complaints: the terminological definition and its interests, the segregation and oppressive sectarianism, the social function of the school, the attitude of the educators and the context marked by a social disparity. Another feature is the family context that may or may not favor the construction of knowledge and the development of the student being often pointed out by many education professionals as one of the causes of learning disabilities. Therefore, the present study seeks to characterize the family contexts of children with and without learning disabilities and to understand how the roles of the family are seen by the educators and the educators by the families. However, we do not want to assume with it a naive stance of believing that learning disabilities are reduced to the family context and, on the contrary, to pessimism of believing that school learning will reproduce a mechanically unfavorable family context and / or be determined by it. We believe such processes are intrinsic to each other and can be expanded and transformed. To meet the goal, we adopted a quantitative and qualitative approach and used semi-structured interviews in a municipal public school in the interior of São Paulo, with 10 parents and 3 teachers of students from third and fourth grade who have learning difficulties, as well as students who performed well. The results show that the characteristics of the family context of both groups, as well as the socioeconomic conditions, do not present significant disparities, capable of justifying the difference in school performance. On the other hand, we note that teachers include themselves as responsible in the learning process when the student performs well, however, the same is not true when learning difficulties exist and responsibilities are centered on the child and family.
Descrição
Palavras-chave
Queixas de aprendizagem, Contexto familiar, Interação família-escola, Complaints of learning, Family context, Family-school interaction