Loading...
Publication
A aprendizagem acadêmica estruturada em domínios da leitura, escrita e aritmética para alunos com dificuldades na aprendizagem
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 2.2 MB | Adobe PDF |
Advisor(s)
Abstract(s)
Com o presente estudo pretende-se analisar se estruturar a aprendizagem de alunos com dificuldades seguindo a estrutura linguística da Língua Portuguesa e do Raciocínio Lógico Matemático, através de metodologias que permitam analisar e intervir no aprendizado de estudantes que frequentam a rede regular de ensino do município de Fraiburgo, estado de Santa Catarina – Brasil. Participaram 20 alunos. Para avaliação foi utilizado o Teste de Desempenho Escolar que possibilitou personalizar o programa de intervenção definindo as necessidades e habilidades de cada participante. Os programas Pnalexia Plus e Pensamento Lógico foram utilizados na intervenção por três meses, pelo menos duas vezes por semana e ao término deste período os alunos foram reavaliados. Os participantes tiveram evolução, concluindo que a aprendizagem estruturada realmente melhora o aprendizado por permitir seguir a estrutura como base do trabalho, onde o aluno avança de acordo com a própria evolução. O professor tem uma base para seguir planejando os conteúdos e adaptando as atividades numa sequência lógica e previsível. Verificou-se ainda que a integração sensorial, a possibilidade de utilizar material concreto e a repetição dos exercícios permite a fixação duradoura na memória. Os alunos aprenderam que podem recorrer a memória sensorial quando necessitarem ler ou escrever, utilizando a rota léxica, gráfica e fonológica. Com raciocínio lógico os exercícios seguem o sistema decimal onde cada conceito aprendido é pré-requisito para o que vem depois, o que não expõe o aluno a conteúdos ainda não dominados e proporciona atividades que consiga desenvolver com autonomia e independência.
The present study intends to analyze whether to structure the learning of students with difficulties following the linguistic structure of the Portuguese Language and Mathematical Logical Reasoning, through methodologies that allow to analyze and intervene in the learning of students who attend the regular school network of the municipality of Fraiburgo, state of Santa Catarina - Brazil. These are case studies with 20 participants. To evaluate the students, the School Performance Test was used, which made it possible to personalize the intervention program by defining the needs and skills of each participant. The programs Panlexia Plus and Thinking Logical were used in the intervention for three months, at least twice a week and at the end of this period, the students were reassessed. The participants evolved, concluding that structured learning really improves learning by allowing them to follow the structure as the basis of their work, where the student progresses according to his own evolution. The teacher has a basis to continue planning the contents and adapting the activities in a logical and predictable sequence. It was also verified that the sensorial integration, the possibility of using concrete material and the repetition of the exercises allows a lasting fixation in the memory. The students learned that they can use sensory memory when they need to read or write, using the lexical, graphic and phonological route. With logical reasoning the exercises follow the decimal system where each concept learned is a prerequisite for what comes next, which does not expose the student to content not yet mastered and provides activities that he can develop with autonomy and independence.
The present study intends to analyze whether to structure the learning of students with difficulties following the linguistic structure of the Portuguese Language and Mathematical Logical Reasoning, through methodologies that allow to analyze and intervene in the learning of students who attend the regular school network of the municipality of Fraiburgo, state of Santa Catarina - Brazil. These are case studies with 20 participants. To evaluate the students, the School Performance Test was used, which made it possible to personalize the intervention program by defining the needs and skills of each participant. The programs Panlexia Plus and Thinking Logical were used in the intervention for three months, at least twice a week and at the end of this period, the students were reassessed. The participants evolved, concluding that structured learning really improves learning by allowing them to follow the structure as the basis of their work, where the student progresses according to his own evolution. The teacher has a basis to continue planning the contents and adapting the activities in a logical and predictable sequence. It was also verified that the sensorial integration, the possibility of using concrete material and the repetition of the exercises allows a lasting fixation in the memory. The students learned that they can use sensory memory when they need to read or write, using the lexical, graphic and phonological route. With logical reasoning the exercises follow the decimal system where each concept learned is a prerequisite for what comes next, which does not expose the student to content not yet mastered and provides activities that he can develop with autonomy and independence.
Description
Keywords
Necessidades educativas especiais Raciocínio lógico Leitura e escrita Aprendizagem Special educational needs Logical reasoning Reading and writing Learning