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Publication
As dificuldades de aprendizagem da leitura e da escrita e a prática diferenciada dos professores do 1.º CEB
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| 1.18 MB | Adobe PDF |
Advisor(s)
Abstract(s)
Tendo presente que as dificuldades de aprendizagem da leitura e da escrita constituem um dos grandes entraves às aprendizagens e a um percurso escolar de sucesso e que se refletem na vida adulta, devendo a Escola e os seus professores estar atentos às necessidades dos alunos, às suas dificuldades e aos seus perfis de aprendizagem, neste estudo o problema centra-se em torno das dificuldades de aprendizagem da leitura e da escrita, mas põe, igualmente, em evidência a prática diferenciada dos professores do 1.º Ciclo do Ensino Básico (CEB).
Nos dias de hoje, os alunos com Dificuldades de Aprendizagem (DA) constituem um número crescente de alunos e torna-se fundamental que o problema seja considerado com preocupação, que se reflita sobre esta problemática e que se intervenha de forma adequada para se dar resposta às necessidades dos alunos e se efetivem aprendizagens bem-sucedidas.
Pretendeu-se, assim, com este estudo analisar a relação existente entre as dificuldades de aprendizagem da leitura e da escrita, as suas causas e a prática diferenciada para a superação das dificuldades detetadas. Para o efeito, utilizou-se uma investigação do tipo sobretudo qualitativo, mas também quantitativo, em que, através de uma entrevista semi-estruturada com questões abertas, se entrevistaram 15 professores que lecionam o 1.º Ciclo do Ensino Básico de um Agrupamento de Escolas na cidade de Caldas da Rainha. Para a análise da informação recolhida utilizou-se a técnica de análise de conteúdo e quantificaram-se os dados obtidos através da análise de ocorrências.
Segundo os resultados, constatou-se que a leitura e a escrita são mecanismos que se encontram interligados e que, quando se regista comprometimento na aquisição de uma, isso reflete-se na outra e que as causas – intrínsecas e/ou extrínsecas – na origem dessas dificuldades podem ter vários fatores. Outro resultado encontrado e muito importante, diz respeito à prática destes professores, pois, muitas vezes, não conseguem dar resposta às necessidades dos alunos, principalmente pela complexidade ao nível do entendimento das dificuldades de aprendizagem e falta de conhecimentos em termos de pedagogia diferenciada, uma vez que a intervenção que é feita não vai ao encontro das necessidades do aluno, sendo esta um dos grandes entraves à superação das suas dificuldades de aprendizagem.
It is known that learning difficulties in reading and writing are big barriers for learning and for having a successful schooling process and this has also a direct impact on adult life. It is therefore the school and teachers’ responsibility to pay attention to the student’s needs, difficulties and learning profiles. In this study the problem is centred on the learning difficulties in reading and writing, but it also highlights the differentiated practices of primary teachers. Nowadays students with Learning Difficulties/Disabilities appear in a growing number and it becomes therefore essential to consider this problem with concern, to reflect on the problematics involved and to intervene in the most adequate way so that an answer to the student’s needs is given and effective and successful learning is promoted. The aim of this study is to analyse the relationship between the learning difficulties in reading and writing, their causes and the differentiated practices needed to overcome the detected difficulties. For this purpose a mostly qualitative but also quantitative type of investigation was led where, through a semi-structured interview with open questions, 15 primary teachers who work in schools of Agrupamento de Escolas in the city of Caldas da Rainha were interviewed. The gathered information was analysed through the technique of content analysis and the collected data was quantified through the analysis of occurrences. According to the results it became evident that reading and writing are mechanisms that are interconnected and that, when the acquisition of either one of the skills is compromised then there is an immediate and visible reflection of it in the acquisition process of the other related skills. Furthermore it was shown that the intrinsic and/or extrinsic causes that origin these difficulties can have different factors. Another very important result that came out from this study is related to these teachers’ practice. Teachers can’t often give a proper answer to the students’ needs mainly due to the complexity in terms of understanding the specific learning difficulties as well as their lack of knowledge regarding an effective differentiated pedagogy since their intervention does not meet the student’s needs, being this one of the biggest barriers witnessed in overcoming learning difficulties.
It is known that learning difficulties in reading and writing are big barriers for learning and for having a successful schooling process and this has also a direct impact on adult life. It is therefore the school and teachers’ responsibility to pay attention to the student’s needs, difficulties and learning profiles. In this study the problem is centred on the learning difficulties in reading and writing, but it also highlights the differentiated practices of primary teachers. Nowadays students with Learning Difficulties/Disabilities appear in a growing number and it becomes therefore essential to consider this problem with concern, to reflect on the problematics involved and to intervene in the most adequate way so that an answer to the student’s needs is given and effective and successful learning is promoted. The aim of this study is to analyse the relationship between the learning difficulties in reading and writing, their causes and the differentiated practices needed to overcome the detected difficulties. For this purpose a mostly qualitative but also quantitative type of investigation was led where, through a semi-structured interview with open questions, 15 primary teachers who work in schools of Agrupamento de Escolas in the city of Caldas da Rainha were interviewed. The gathered information was analysed through the technique of content analysis and the collected data was quantified through the analysis of occurrences. According to the results it became evident that reading and writing are mechanisms that are interconnected and that, when the acquisition of either one of the skills is compromised then there is an immediate and visible reflection of it in the acquisition process of the other related skills. Furthermore it was shown that the intrinsic and/or extrinsic causes that origin these difficulties can have different factors. Another very important result that came out from this study is related to these teachers’ practice. Teachers can’t often give a proper answer to the students’ needs mainly due to the complexity in terms of understanding the specific learning difficulties as well as their lack of knowledge regarding an effective differentiated pedagogy since their intervention does not meet the student’s needs, being this one of the biggest barriers witnessed in overcoming learning difficulties.
Description
Dissertação apresentada à Universidade Fernando Pessoa como parte dos requisitos para obtenção do grau de Mestre em Ciências da Educação: Educação Especial, área de especialização em Domínio Cognitivo e Motor
Keywords
Aprendizagem Dificuldades de Aprendizagem Leitura Escrita Diferenciação Pedagógica Learning Learning Difficulties/Disabilities Reading Writing Pedagogical Differentiation