Crianças com dificuldades de aprendizagem: desafios e construção de intervenções pedagógicas no contexto do ensino fundamental I pós-pandemia
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Data
2023-03-29
Autores
Soares, Lívia Maria de Souza
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Universidade Estadual Paulista (Unesp)
Resumo
A pandemia da covid-19 acarretou no fechamento das unidades escolares e na suspensão do ensino presencial durante todo o ano de 2022 e o primeiro semestre de 2021, ocasionando a necessidade de um ensino remoto emergencial para a continuidade do ano letivo. Mediante a mudança do cenário escolar para o cenário residencial, além da falta de acesso aos meios tecnológicos e o desconhecimento sobre o uso desses, a educação sofreu transformações que possivelmente foram agravantes das queixas de aprendizagem, como leitura, escrita e matemática, após o retorno ao ensino presencial. Nesse sentido, a presente pesquisa traz como problema as seguintes indagações: o que pode ser observado acerca das intervenções junto a alunos com dificuldade de aprendizagem no retorno às aulas presenciais, após o ensino emergencial ocasionado pela pandemia de covid-19? Como intervir junto aos professores na elaboração de intervenções pedagógicas com crianças com dificuldade de aprendizagem no contexto pós-pandêmico? Possui como objetivo analisar a perspectiva pedagógica trabalhada no reforço escolar, desenvolvido na intenção de sanar as dificuldades apresentadas pelos alunos, bem como construir com a equipe de professores formas de intervenções junto a crianças com queixas de dificuldades que sejam coerentes ao desenvolvimento infantil. O delineamento metodológico definido é o estudo de caso, tendo como instrumentos a entrevista semiestruturada, o roteiro de observação direta e o curso de formação continuada oferecido para os participantes. Participaram do estudo oito professores de uma escola pública de ensino fundamental I, localizada no município de São José do Rio Preto-SP. No primeiro momento, foi realizada a observação das aulas de reforço ministradas por eles e, posteriormente, uma entrevista semiestruturada que abordou a prática pedagógica de cada docente, assim como as ideias que possuíam sobre o que é dificuldade de aprendizagem. Em seguida, os professores participaram da criação de um grupo de formação continuada que buscou discutir os desafios existentes no contexto pós pandemia, bem como refletir e construir, juntamente com a equipe escolar, intervenções pedagógicas para os momentos de reforço junto a crianças com queixas de dificuldades de aprendizagem, do Ensino Fundamental I. Referentes aos resultados a partir das entrevistas destacam-se a confusão entre as terminologias “transtorno de aprendizagem” e “dificuldade de aprendizagem-” e a culpabilização do aluno e de fatores externos ao ambiente escolar, colaborando para o encaminhamento desnecessário de alunos que possuem queixas escolares. Ao se depararem com uma criança com dificuldade para aprender, muitos participantes culpabilizam a criança, a família e possíveis problemas de saúde, desconsiderando a ação pedagógica no agravamento dessas queixas. Em relação às observações em sala de aula, as práticas indicavam desconhecimento na utilização de materiais concretos nas aulas reforço de, assim como ainda é presente a concepção de professor como centro do ensino, uma vez que não há momentos de troca entre os alunos, tampouco situações de interação e experiência. O curso de formação continuada teve duração de 40 horas e abordou os seguintes conteúdos: concepções e conceitualização da terminologia dificuldade de aprendizagem, fatores de desenvolvimento segundo a teoria piagetiana, papel da experiência e da abstração reflexionante na construção do conhecimento, reflexão sobre a prática pedagógica e as intervenções mediante uma situação de dificuldade de aprendizagem e uso de materiais concretos nos momentos de reforço. Os resultados das observações das salas após o curso de formação continuada indicaram uma mudança inicial de postura na aplicação dos jogos trabalhados na formação (Salve e Feche a Caixa), indicando que é possível uma transformação da prática pedagógica mediante o conhecimento sobre jogos e, principalmente, ao considerar o aluno como sujeito ativo e construtor de seu conhecimento. Pretende-se, com esse estudo, demonstrar a importância da reflexão sobre a ação pedagógica como forma de refinamento, bem como fomentar pesquisas acerca das dificuldades de aprendizagem e o papel do reforço escolar na superação das situações de não aprendizagem.
The covid-19 pandemic resulted in the closure of school units and the suspension of face- toface teaching throughout 2022 and the first half of 2021, leading to the need for emergency remote teaching to continue the school year. Due to the change from the school scenario to the residential scenario, in addition to the lack of access to technological means and the lack of knowledge about their use, education underwent transformations that possibly aggravated learning complaints, such as reading, writing and mathematics, after the return to face- to- face teaching. In this sense, the present research poses the following questions as a problem: what can be observed about interventions with students with learning difficulties when returning to face-to-face classes after emergency teaching caused by the covid-19 pandemic? How to intervene with teachers in the development of pedagogical interventions with children with learning difficulties in the post-pandemic context?. It has as objective analyze the pedagogical perspective worked on in school tutoring, developed with the intention of solving the difficulties presented by the students, as well as building, with the team of teachers, forms of interventions with children with complaints of difficulties that are coherent to child development. The defined methodological design is the case study, using as instruments the semi- structured interview, the direct observation script and the continuing education course offered to the participants. Eight teachers from a public elementary school, located in the city of São José do Rio PretoSP, participated in the study. At first, the reinforcement classes taught by them were observed and, later, a semi- structured interview was carried out that addressed the pedagogical practice of each teacher, as well as the ideas they had about what learning difficulties are. Then, the teachers participated in the creation of a continuing education group that sought to discuss the existing challenges in the post- pandemic context, as well as to reflect and build, together with the school team, pedagogical interventions for moments of reinforcement with children with complaints of learning difficulties, from Elementary School I. Regarding the results from the interviews, the confusion between the terminologies "learning disorder" and "learning difficulty-" and the blaming of the student and external factors to the school environment stand out, collaborating for the unnecessary referral of students who have school complaints. When faced with a child with learning difficulties, many participants blame the child, the family and possible health problems, disregarding the pedagogical action in aggravating these complaints. Regarding the observations in the classroom, the practices indicated a lack of knowledge in the use of concrete materials in the reinforcement classes, just as the concept of the teacher as the center of teaching is still present, since there are no moments of exchange between students, nor interaction situations and experience. The continuing education course lasted 40 hours and covered the following contents: conceptions and conceptualization of terminology learning difficulty, development factors according to Piagetian theory, role of experience and reflective abstraction in the construction of knowledge, reflection on pedagogical practice and interventions through a situation of learning difficulty and the use of concrete materials in moments of reinforcement. The results of the observation of the rooms after the continuing education course indicated an initial change of attitude in the application of the games worked on in the training (save, close the box), denoting that it is possible to transform the pedagogical practice through knowledge about games and, mainly, , by considering the student as an active subject and as the builder of his own knowledge. The aim of this study is to demonstrate the importance of reflection on pedagogical action as a form of refinement, as well as to encourage research on learning difficulties and the role of tutoring in overcoming situations of poor learning.
The covid-19 pandemic resulted in the closure of school units and the suspension of face- toface teaching throughout 2022 and the first half of 2021, leading to the need for emergency remote teaching to continue the school year. Due to the change from the school scenario to the residential scenario, in addition to the lack of access to technological means and the lack of knowledge about their use, education underwent transformations that possibly aggravated learning complaints, such as reading, writing and mathematics, after the return to face- to- face teaching. In this sense, the present research poses the following questions as a problem: what can be observed about interventions with students with learning difficulties when returning to face-to-face classes after emergency teaching caused by the covid-19 pandemic? How to intervene with teachers in the development of pedagogical interventions with children with learning difficulties in the post-pandemic context?. It has as objective analyze the pedagogical perspective worked on in school tutoring, developed with the intention of solving the difficulties presented by the students, as well as building, with the team of teachers, forms of interventions with children with complaints of difficulties that are coherent to child development. The defined methodological design is the case study, using as instruments the semi- structured interview, the direct observation script and the continuing education course offered to the participants. Eight teachers from a public elementary school, located in the city of São José do Rio PretoSP, participated in the study. At first, the reinforcement classes taught by them were observed and, later, a semi- structured interview was carried out that addressed the pedagogical practice of each teacher, as well as the ideas they had about what learning difficulties are. Then, the teachers participated in the creation of a continuing education group that sought to discuss the existing challenges in the post- pandemic context, as well as to reflect and build, together with the school team, pedagogical interventions for moments of reinforcement with children with complaints of learning difficulties, from Elementary School I. Regarding the results from the interviews, the confusion between the terminologies "learning disorder" and "learning difficulty-" and the blaming of the student and external factors to the school environment stand out, collaborating for the unnecessary referral of students who have school complaints. When faced with a child with learning difficulties, many participants blame the child, the family and possible health problems, disregarding the pedagogical action in aggravating these complaints. Regarding the observations in the classroom, the practices indicated a lack of knowledge in the use of concrete materials in the reinforcement classes, just as the concept of the teacher as the center of teaching is still present, since there are no moments of exchange between students, nor interaction situations and experience. The continuing education course lasted 40 hours and covered the following contents: conceptions and conceptualization of terminology learning difficulty, development factors according to Piagetian theory, role of experience and reflective abstraction in the construction of knowledge, reflection on pedagogical practice and interventions through a situation of learning difficulty and the use of concrete materials in moments of reinforcement. The results of the observation of the rooms after the continuing education course indicated an initial change of attitude in the application of the games worked on in the training (save, close the box), denoting that it is possible to transform the pedagogical practice through knowledge about games and, mainly, , by considering the student as an active subject and as the builder of his own knowledge. The aim of this study is to demonstrate the importance of reflection on pedagogical action as a form of refinement, as well as to encourage research on learning difficulties and the role of tutoring in overcoming situations of poor learning.
Descrição
Palavras-chave
Dificuldades de aprendizagem, Pandemia COVID-19, Ensino fundamental I, Aulas de reforço, Learning difficulties, COVID-19 pandemic, Elementary school I, Reinforcement classes
Como citar
SOARES, Lívia Maria de Souza. Crianças com dificuldades de aprendizagem: desafios e construção de intervenções pedagógicas no contexto do ensino fundamental I pós-pandemia. Universidade Estadual Paulista (Unesp), 2023.