SEQUÊNCIAS DIDÁTICAS INTERDISCIPLINARES E OS REFLEXOS NA APRENDIZAGEM DE ALUNOS COM DIFICULDADES E DISTÚRBIOS DE APRENDIZAGEM

• Autor(a) principal: Moro, Leticia Gonçalves Borin
• Data de Publicação: 2020
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional Universidade Franciscana
• Texto Completo: http://www.tede.universidadefranciscana.edu.br:8080/handle/UFN-BDTD/916
• topic: Dificuldades. Distúrbios de aprendizagem. Prática pedagógica. Ludicidade. Ensino. Interdisciplinaridade.; Difficulties. Learning disorders. Pedagogical practice. Playfulness. Teaching. Interdisciplinarity; Ensino

This research aims to investigate whether the application of an interdisciplinary and playful didactic sequence could assist in the learning of children with learning difficulties and disorders. It is a qualitative study that action research had adopted as a research technique. The research had carried out in a class of 2nd year of Elementary Education at a Municipal school in Santa Maria, RS. In the studied class, didactic sequences with playful and interdisciplinary activities were applied twice a week during 2019. The study aimed to analyze whether interdisciplinary pedagogical practices would help the school performance of students with learning difficulties and disorders. Three evaluations of students' performance were also carried out by the researcher, a leading teacher of the studied sample, containing questions about literacy, theoretically based on the hypotheses of acquiring the writing of Ferreiro and Teberosky (1991). Parents or guardians of students also participated in the study, being invited to answer a questionnaire with questions regarding the child's development. Besides, bibliographic research had carried out on online electronic bases, books, articles, dissertations, and theses, addressing the conceptual aspects related to learning struggles and disorders — similarities and differences, factors that influence learning disorders and difficulties, the role of the teacher, the school and the family. Studies indicate that learning difficulties and disorders have similar symptoms, despite if the etiology is different, and the struggles are related to extrinsic factors and the dysfunctions, to factors intrinsic to the student. Therefore, the importance of teachers of various levels of education knowing such approaches to their pedagogical interventions achieve more effective and meaningful learning in the classroom. In the study, results related to the three students' performance evaluations also are presented, pointing out that there were advances in learning in nine of the 11 students participating in the research. In conclusion, neither all students have become literate, but that the change in level means progress in learning since it denotes that children are in the process of understanding the relationship between the written representation of words and sound properties of letters. From the progress of writing levels, the stages of understanding the reading and writing system tend to progressive evolution.