A perspectiva dos professores sobre a relação família e dificuldades de aprendizagem: um estudo de caso em uma escola municipal de Pariconha – AL

Abstract

This work brings the concepts of difficulty from the perspective of the main authors who deal with the subject. The need to talk about it arose in an internship experience since there were children identified with AD, however when a different method was applied, they did not have difficulty understanding. We also find here the concepts of families and their typology, and which influence it brings throughout history in the medieval and contemporary era in relation to their children's learning. The research was of a qualitative nature and we bring here the categories of learning gathered from the results obtained in the answers to the questions of the case study answered by the teachers. The objective is to identify from the reports which are the main causes present in the school environment and which are the realities found in the school environment. The institution that was the research instrument presents children who are in the framework of learning difficulties, whether they are children or adolescents, when they exist. cases where the learning disability does not disappear over the years. The guideline and base law in its first paragraph talks about education as a formative and family development process, and in its second paragraph it regulates that school practice must be linked to the world and society. (LDB 9394/96), so the school is the means with which the child not only sees himself as a means of learning, but also as a thinking social being. Therefore, the proposal presented here shows through the responses collected from the educators of the institution that learning difficulties are a reality present in the institution and that the family is an important factor for the cognitive development of children with D.A.