A DIFICULDADE DE APRENDIZAGEM NO CONTEXTO DA INCLUSÃO ESCOLAR

• Ano de defesa: 2012
• Autor(a) principal: Gomes, Selma Regina
• Orientador(a): Tiballi, Elianda Figueiredo Arantes
• Banca de defesa: Faria, Gina Glaydes Guimarães de , Siqueira, Teresa Cristina Barbo
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de Goiás
• Programa de Pós-Graduação: Educação
• Departamento: Ciências Humanas
• País: BR
• Palavras-chave em Português: Aprendizagem; Dificuldade de Aprendizagem; Cognição e Afetividade
• Palavras-chave em Inglês: Learning; Learning Difficulties; Cognition and Affectivity
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://localhost:8080/tede/handle/tede/1064

This is a research linked to Line Theories of Education and Pedagogical Processes. Brings to the debate, the situation experienced by children with learning difficulties, which in the context of school inclusion is characterized as having intellectual disabilities, while not presenting a specialized evaluation that indicated the existence of a physical, sensory or mental. Was chosen as the rationale, theoretical contributions of Vygotsky on the construction of human psychological processes typically Bernard Charlot and perspective on the relationship with knowledge. Methodologically picked up the literature review and field research, using research procedures as interview, observation and ethnographic survey of the characteristics of the school, in the physical, administrative and pedagogical. We used also a pedagogic evaluation of learning conditions of the students. These are children, under the name of intellectually disabled, attending classes from second to fifth year of elementary school, in a State Public School in the city of Goiás Iporá-listed by school, by opinion prepared by teachers and the pedagogical coordinator as students possessing learning difficulty, because they can not keep up with the class regarding the assimilation of school content, and that for this reason were referred to specialized educational services. We sought to understand the characteristics of children's behavior, cognitive and affective dimensions, their strategies for dealing with your situation of learning difficulty, how are characterized by teachers as well as the treatment received in the context of school inclusion. The results indicate that the studied children are in a situation of learning difficulty, meaning that there are no capacity to learn, and, from the standpoint of cognitive and affective, are all signs that are capable of performing an intellectual activity, because carry within them the potential constitutive of the human condition necessary for such action.