Dificuldades de aprendizagem nos anos iniciais do ensino fundamental: análise dos encaminhamentos escolares à equipe multidisciplinar da educação
Ano de defesa: | 2019 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | , , , |
Tipo de documento: | Dissertação |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Universidade Estadual do Oeste do Paraná
Francisco Beltrão |
Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação
|
Departamento: |
Centro de Ciências Humanas
|
País: |
Brasil
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://tede.unioeste.br/handle/tede/4406 |
Resumo: | This research is part of the all the researches performed at the Research Group of Teaching, Learning and Historical-Cultural Theory (GEPEAThc). It is inscribed in the Culture, Educational Processes and Teacher Training’s research line, which investigates the interrelations between culture and education, teacher training, formal and nonformal educational processes in their theoretical-practical, socio-political and pedagogical dimensions. Our research is a case of study of elementary schools of the city school network of Maravilha / SC. Its objective is to systematize and analyze the data from teachers’ evaluation at the time of referrals of children with indicative of learning difficulties. Our emphasis is on the justifications used by teachers when they forward children from the first, second and third years of elementary school to evaluation with the multidisciplinary team. The need to understand these referrals emerges essentially from the number of referrals received from the teachers in the years 2016 and 2017. Therefore, we believe that through the justifications made by the teachers, we will identify their understanding of the learning difficulties. In order to reach the proposed objectives, we used as theoretical contributions the foundations of the Historical-Cultural Theory, because it is the one that best explains human development and especially how social relations mediate this process, as well as understanding that learning is no longer a simple behavior and becomes the key to development. Therefore, our theoretical foundation is based on the understanding of the learning process, as we present what the literature brings about what are learning difficulties and what are learning disorders. In the search for this understanding, we conducted a semi-structured interview with nine teachers who made referrals in their respective years. As the result, we identified that the teachers are, very often, not prepared to deal with learning difficulties. Many teachers don´t take into consideration important aspects of child development, nor do they consider their role in this development, because they still consider only biological development. However, for omnilateral development to happen, we need the other, through the relations established with more experienced culture holders. So, we emphasize that we are facing an educational system that is not attentive to the child as well it is not attentive to the teacher. Now a days, there are social relations of production that increasingly weaken the human being, mistreat people and cause suffering. That´s why we do not blame the children, neither the teacher, for learning difficulties, but a system that does not prepare them for this process, as well as do not provide the minimum work conditions. Following this lead of the research, we essentially conclude that the child doesn´t show a learning difficulty, but faces it, for being an active subject during that process. Therefore, we believe that our research has a great social relevance because it deals with a problem that grows every day and that interferes on the process of development and learning of several children. As well as the educational relevance, because, by understanding the phenomenon and understanding its problem, we will be able, through continuous formation, to assist this teacher in the process of knowledge about this subject. |
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Umbelino, Janaina Damascohttp://lattes.cnpq.br/4550288548686353Umbelino, Janaina Damascohttp://lattes.cnpq.br/4550288548686353Rocha, Margarette Matescohttp://lattes.cnpq.br/5438283938938377Serrão, Maria Isabel Batistahttp://lattes.cnpq.br/3603052519064945Souza, Simone Vieira dehttp://lattes.cnpq.br/9103142742248308http://lattes.cnpq.br/6808451402852081Stürmer, Patrícia Aparecida2019-07-08T18:27:03Z2019-02-26STÜRMER, Patrícia Aparecida. Dificuldades de aprendizagem nos anos iniciais do ensino fundamental: análise dos encaminhamentos escolares à equipe multidisciplinar da educação. 2019. 184 f. Dissertação (Mestrado em Educação) - Universidade Estadual do Oeste do Paraná, Francisco Beltrão, 2019.http://tede.unioeste.br/handle/tede/4406This research is part of the all the researches performed at the Research Group of Teaching, Learning and Historical-Cultural Theory (GEPEAThc). It is inscribed in the Culture, Educational Processes and Teacher Training’s research line, which investigates the interrelations between culture and education, teacher training, formal and nonformal educational processes in their theoretical-practical, socio-political and pedagogical dimensions. Our research is a case of study of elementary schools of the city school network of Maravilha / SC. Its objective is to systematize and analyze the data from teachers’ evaluation at the time of referrals of children with indicative of learning difficulties. Our emphasis is on the justifications used by teachers when they forward children from the first, second and third years of elementary school to evaluation with the multidisciplinary team. The need to understand these referrals emerges essentially from the number of referrals received from the teachers in the years 2016 and 2017. Therefore, we believe that through the justifications made by the teachers, we will identify their understanding of the learning difficulties. In order to reach the proposed objectives, we used as theoretical contributions the foundations of the Historical-Cultural Theory, because it is the one that best explains human development and especially how social relations mediate this process, as well as understanding that learning is no longer a simple behavior and becomes the key to development. Therefore, our theoretical foundation is based on the understanding of the learning process, as we present what the literature brings about what are learning difficulties and what are learning disorders. In the search for this understanding, we conducted a semi-structured interview with nine teachers who made referrals in their respective years. As the result, we identified that the teachers are, very often, not prepared to deal with learning difficulties. Many teachers don´t take into consideration important aspects of child development, nor do they consider their role in this development, because they still consider only biological development. However, for omnilateral development to happen, we need the other, through the relations established with more experienced culture holders. So, we emphasize that we are facing an educational system that is not attentive to the child as well it is not attentive to the teacher. Now a days, there are social relations of production that increasingly weaken the human being, mistreat people and cause suffering. That´s why we do not blame the children, neither the teacher, for learning difficulties, but a system that does not prepare them for this process, as well as do not provide the minimum work conditions. Following this lead of the research, we essentially conclude that the child doesn´t show a learning difficulty, but faces it, for being an active subject during that process. Therefore, we believe that our research has a great social relevance because it deals with a problem that grows every day and that interferes on the process of development and learning of several children. As well as the educational relevance, because, by understanding the phenomenon and understanding its problem, we will be able, through continuous formation, to assist this teacher in the process of knowledge about this subject.Essa pesquisa faz parte das realizadas no Grupo de Pesquisa sobre Ensino, Aprendizagem e Teoria Histórico-Cultural (GEPEAThc). Está inscrita na linha de pesquisa Cultura, Processos Educativos e Formação de Professores, que investiga as inter-relações entre cultura e educação, formação de professores, processos educativos formais e não formais em suas dimensões teórico-práticas, sócio-políticas e pedagógicas. Nossa pesquisa é um estudo de caso das escolas de ensino fundamental da rede municipal de ensino de Maravilha/SC. Seu objetivo é a sistematização e a análise dos dados provenientes da avaliação dos professores no momento dos encaminhamentos de crianças com indicativos de dificuldades de aprendizagem. A ênfase está nos motivos utilizados pelos professores ao encaminharem as crianças dos primeiros, segundos e terceiros anos do ensino fundamental para avaliação com a equipe multidisciplinar. A necessidade de compreender esses encaminhamentos surge essencialmente pela quantidade recebida nos anos de 2016 e 2017. Acreditamos que por meio dos motivos apresentados pelos professores, identificaremos qual a compreensão destes em relação às dificuldades de aprendizagem. Para alcançarmos os objetivos propostos, utilizamos como aportes teóricos os fundamentos da Teoria Histórico-Cultural, por acreditar ser essa a que melhor explica o desenvolvimento humano e principalmente como as relações sociais medeiam esse processo, assim como compreendemos que a aprendizagem deixa de ser um simples comportamento e passa a ser a chave do desenvolvimento. Nossa fundamentação teórica baseia-se na compreensão do processo de aprendizagem, assim apresentamos o que a literatura traz sobre o que são dificuldades de aprendizagem e o que são transtornos de aprendizagem. Na busca desse entendimento realizamos uma entrevista semiestruturada com nove professores que fizeram encaminhamentos nos respectivos anos. Frente aos resultados obtidos observamos que o professor, muitas vezes, não está preparado para lidar com as dificuldades de aprendizagem. Muitos destes não levam em consideração os aspectos do desenvolvimento da criança, bem como não consideram o seu papel nesse desenvolvimento, por ainda considerarem apenas o desenvolvimento biológico. Contudo, para ocorrer um desenvolvimento omnilateral precisamos do outro, por meio das relações estabelecidas com os mais experientes portadores da cultura. Diante disso, enfatizamos estar diante de um sistema educacional que não está atento a criança e nem ao professor. Na atual sociedade existem relações sociais de produção que fragilizam o ser humano cada vez mais, maltrata-o, provocando sofrimento. Por isso, não culpabilizamos as crianças, tampouco o professor pelas dificuldades de aprendizagem, mas sim um sistema que não os prepara para esse processo, assim como não os oferece as condições mínimas de trabalho. Nesse caminho da pesquisa chegamos essencialmente a conclusão de que a criança não apresenta uma dificuldade de aprendizagem, mas sim ela a enfrenta, por ser um sujeito ativo durante o processo. Assim, acreditamos que nossa pesquisa tem uma relevância social, pois trata de um problema que cresce a cada dia e dificulta o processo de desenvolvimento e aprendizagem de diversas crianças. Bem como relevância educacional, pois, ao compreender o fenômeno e entender a sua problemática conseguiremos, por meio da formação continuada, auxiliar esse professor no processo de conhecimento acerca do assunto.Submitted by Juliana Correa (juliana.correa@unioeste.br) on 2019-07-08T18:27:03Z No. of bitstreams: 2 Patrícia Aparecida Stürmer 2019.pdf: 2954200 bytes, checksum: 500d1bd4af4df44f98210c8fb88f076f (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Made available in DSpace on 2019-07-08T18:27:03Z (GMT). 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dc.title.por.fl_str_mv |
Dificuldades de aprendizagem nos anos iniciais do ensino fundamental: análise dos encaminhamentos escolares à equipe multidisciplinar da educação |
dc.title.alternative.eng.fl_str_mv |
Learning difficulties in the first years of elementary education: analysis of the schools referrals to the multidisciplinary team of the county education departament |
title |
Dificuldades de aprendizagem nos anos iniciais do ensino fundamental: análise dos encaminhamentos escolares à equipe multidisciplinar da educação |
spellingShingle |
Dificuldades de aprendizagem nos anos iniciais do ensino fundamental: análise dos encaminhamentos escolares à equipe multidisciplinar da educação Stürmer, Patrícia Aparecida Processo de aprendizagem Dificuldades de aprendizagem Anos iniciais Teoria Histórico-Cultural Learning process Learning difficulties Elementary years Historical-Cultural Theory EDUCAÇÃO::TÓPICOS ESPECÍFICOS DE EDUCAÇÃO |
title_short |
Dificuldades de aprendizagem nos anos iniciais do ensino fundamental: análise dos encaminhamentos escolares à equipe multidisciplinar da educação |
title_full |
Dificuldades de aprendizagem nos anos iniciais do ensino fundamental: análise dos encaminhamentos escolares à equipe multidisciplinar da educação |
title_fullStr |
Dificuldades de aprendizagem nos anos iniciais do ensino fundamental: análise dos encaminhamentos escolares à equipe multidisciplinar da educação |
title_full_unstemmed |
Dificuldades de aprendizagem nos anos iniciais do ensino fundamental: análise dos encaminhamentos escolares à equipe multidisciplinar da educação |
title_sort |
Dificuldades de aprendizagem nos anos iniciais do ensino fundamental: análise dos encaminhamentos escolares à equipe multidisciplinar da educação |
author |
Stürmer, Patrícia Aparecida |
author_facet |
Stürmer, Patrícia Aparecida |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Umbelino, Janaina Damasco |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/4550288548686353 |
dc.contributor.referee1.fl_str_mv |
Umbelino, Janaina Damasco |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/4550288548686353 |
dc.contributor.referee2.fl_str_mv |
Rocha, Margarette Matesco |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/5438283938938377 |
dc.contributor.referee3.fl_str_mv |
Serrão, Maria Isabel Batista |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/3603052519064945 |
dc.contributor.referee4.fl_str_mv |
Souza, Simone Vieira de |
dc.contributor.referee4Lattes.fl_str_mv |
http://lattes.cnpq.br/9103142742248308 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/6808451402852081 |
dc.contributor.author.fl_str_mv |
Stürmer, Patrícia Aparecida |
contributor_str_mv |
Umbelino, Janaina Damasco Umbelino, Janaina Damasco Rocha, Margarette Matesco Serrão, Maria Isabel Batista Souza, Simone Vieira de |
dc.subject.por.fl_str_mv |
Processo de aprendizagem Dificuldades de aprendizagem Anos iniciais Teoria Histórico-Cultural |
topic |
Processo de aprendizagem Dificuldades de aprendizagem Anos iniciais Teoria Histórico-Cultural Learning process Learning difficulties Elementary years Historical-Cultural Theory EDUCAÇÃO::TÓPICOS ESPECÍFICOS DE EDUCAÇÃO |
dc.subject.eng.fl_str_mv |
Learning process Learning difficulties Elementary years Historical-Cultural Theory |
dc.subject.cnpq.fl_str_mv |
EDUCAÇÃO::TÓPICOS ESPECÍFICOS DE EDUCAÇÃO |
description |
This research is part of the all the researches performed at the Research Group of Teaching, Learning and Historical-Cultural Theory (GEPEAThc). It is inscribed in the Culture, Educational Processes and Teacher Training’s research line, which investigates the interrelations between culture and education, teacher training, formal and nonformal educational processes in their theoretical-practical, socio-political and pedagogical dimensions. Our research is a case of study of elementary schools of the city school network of Maravilha / SC. Its objective is to systematize and analyze the data from teachers’ evaluation at the time of referrals of children with indicative of learning difficulties. Our emphasis is on the justifications used by teachers when they forward children from the first, second and third years of elementary school to evaluation with the multidisciplinary team. The need to understand these referrals emerges essentially from the number of referrals received from the teachers in the years 2016 and 2017. Therefore, we believe that through the justifications made by the teachers, we will identify their understanding of the learning difficulties. In order to reach the proposed objectives, we used as theoretical contributions the foundations of the Historical-Cultural Theory, because it is the one that best explains human development and especially how social relations mediate this process, as well as understanding that learning is no longer a simple behavior and becomes the key to development. Therefore, our theoretical foundation is based on the understanding of the learning process, as we present what the literature brings about what are learning difficulties and what are learning disorders. In the search for this understanding, we conducted a semi-structured interview with nine teachers who made referrals in their respective years. As the result, we identified that the teachers are, very often, not prepared to deal with learning difficulties. Many teachers don´t take into consideration important aspects of child development, nor do they consider their role in this development, because they still consider only biological development. However, for omnilateral development to happen, we need the other, through the relations established with more experienced culture holders. So, we emphasize that we are facing an educational system that is not attentive to the child as well it is not attentive to the teacher. Now a days, there are social relations of production that increasingly weaken the human being, mistreat people and cause suffering. That´s why we do not blame the children, neither the teacher, for learning difficulties, but a system that does not prepare them for this process, as well as do not provide the minimum work conditions. Following this lead of the research, we essentially conclude that the child doesn´t show a learning difficulty, but faces it, for being an active subject during that process. Therefore, we believe that our research has a great social relevance because it deals with a problem that grows every day and that interferes on the process of development and learning of several children. As well as the educational relevance, because, by understanding the phenomenon and understanding its problem, we will be able, through continuous formation, to assist this teacher in the process of knowledge about this subject. |
publishDate |
2019 |
dc.date.accessioned.fl_str_mv |
2019-07-08T18:27:03Z |
dc.date.issued.fl_str_mv |
2019-02-26 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
STÜRMER, Patrícia Aparecida. Dificuldades de aprendizagem nos anos iniciais do ensino fundamental: análise dos encaminhamentos escolares à equipe multidisciplinar da educação. 2019. 184 f. Dissertação (Mestrado em Educação) - Universidade Estadual do Oeste do Paraná, Francisco Beltrão, 2019. |
dc.identifier.uri.fl_str_mv |
http://tede.unioeste.br/handle/tede/4406 |
identifier_str_mv |
STÜRMER, Patrícia Aparecida. Dificuldades de aprendizagem nos anos iniciais do ensino fundamental: análise dos encaminhamentos escolares à equipe multidisciplinar da educação. 2019. 184 f. Dissertação (Mestrado em Educação) - Universidade Estadual do Oeste do Paraná, Francisco Beltrão, 2019. |
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http://tede.unioeste.br/handle/tede/4406 |
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http://creativecommons.org/licenses/by-nc-nd/4.0/ |
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Universidade Estadual do Oeste do Paraná Francisco Beltrão |
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Programa de Pós-Graduação em Educação |
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UNIOESTE |
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Brasil |
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Centro de Ciências Humanas |
publisher.none.fl_str_mv |
Universidade Estadual do Oeste do Paraná Francisco Beltrão |
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