Sentidos e significados atribuídos pelo professor às "dificuldades de aprendizagem"

• Autor(a) principal: Miranda, Joana Domitila de Olívia
• Data de Publicação: 2009
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://tede2.pucsp.br/handle/handle/16587
• topic: Dificuldades de aprendizagem; Psicologia sócio-histórica; Formação de professores; Sentidos e significados; Relação ensino-aprendizagem; Aprendizagem; Disturbios de aprendizagem; Ensino; Professores -- Formacao profissional; Learning difficulties; Socio-historical psychology; Teacher training; Meanings; Teaching-learning relashionship; CNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONAL

The objective of this study was the meaning investigation assigned by the teacher to "learning difficulties" presented by his students. The theoretical assumed was the socio-historical psychology, subsidized by philosophy and the method proposed by the historical dialectical materialism. The research subject was a math teacher in a public school in São Paulo/SP, in the middle period of his career, with 17 years teaching. The data collection involved a semi-structured interviews with the subject of research, based on script previously elaborated, focusing on the personal and professional history life, further on aspects with a focus on interest themetic. The grouping methodology and analysis data was the significance of the nuclei (Aguiar and Ozella, 2006). The results shows the teacher`s report perspectives of "blaming" by both students and teachers, by "learning difficulties" presented by some individuals in the teaching-learning. This is a fairly shared view by teachers, constituted socio-historically by and in the objective conditions of implementation policies public toward basic education, the structuring of the Brazilian educational system and also the teachers training. Based on a proposal critical by Psychology of Education, this work shows the need to focus on the affective dimensions of the individuals involved in the teaching-learning as well as their material conditions of existence, including toward beyond the appearance of its practices constituent. This aspect inserted in the process of training education teacher provides a better understanding of the essence of the educational phenomenon, present in and outside the classroom, thus promoting a transformation of the teaching-learning and the conception of deterministic construction of the "difficulties learning