Diversidade e dificuldades de aprendizagem: a emergência de reaprender a ensinar

Abstract

This master's thesis sets out the research, which took place in 02 (two) Schools of the Municipal Education System in the city of Montes Claros – MG, with the general objective of understanding the challenges and advances experienced by Basic Education teachers who work in the 1st to 9th year of Elementary School, given the diversity and learning difficulties presented by students and with the specific objectives of carrying out a socio-historical analysis of Education; know the pedagogical practices and diversity according to the teachers of students who have learning difficulties; understand the perceptions of teachers about the challenges and advances in the diversity and learning difficulties presented by students. To collect data, we held 04 (four) meetings, applying the Focus Group technique. The data collected in the research were analyzed using Bardin's Content Analysis (2011). Paying attention to the uniqueness of each participant, providing the researcher with the opportunity to approach the research object, seeking to reveal the structures and characteristics behind the reports. This work is divided into three chapters. In the first “Diversity and learning difficulties: socio-historical analysis of Education” we carried out a systematic review of the literature, as it is theoretical in nature, having as theoretical frameworks a historical, cultural reading, as well as a psychoanalytic approach. In the second chapter “Pedagogical practices and diversity according to teachers of students who have learning difficulties”, a theoretical review and field research on the themes were carried out. In the third chapter “Perceptions of Teachers on the challenges and advances in Diversities and Learning Difficulties presented by students”, we carried out a theoretical review and field research. The results of this research highlight the urgency for government bodies to plan Educational Public Policies consistent with the reality of students, which consider their diversities, in order to remove them from the condition of failure and school exclusion, as facing challenges in diversities and difficulties Student learning requires an ongoing commitment to equity, inclusion, and educational excellence. Therefore, there is no way to think about school without considering everyday values for us. The school is not merely an educational place, therefore the school is not a solely instrumental place. School is a place of coexistence and sharing of life, of respect and understanding, of promoting knowledge, autonomy and emancipation of subjects. Therefore, we urgently need to rewrite our history, understanding that when dealing with the theme of diversity and learning difficulties in this work, these experience in the school context a phenomenon of endosmosis, going beyond the membrane of reality by creating an extremely harmful balance, which prevents resolution of the real school situation. Finally, this study offered a significant view of the proposed theme and pointed out directions for future initiatives and other research in the area.