Abstract

CORSO, Luciana Vellinho  and  MEGGIATO, Amanda Oliveira. Who are the students referred for learning difficulties follow-up?. Rev. psicopedag. [online]. 2019, vol.36, n.109, pp. 57-72. ISSN 0103-8486.

A large number of students face learning difficulties and dealing with this challenge offers doubts to many teachers, both experienced and in the process of training. The article aims to present the profile of 60 students sent to school tutoring through the Case Studies (observation and interview) developed by the graduating students of the sixth stage of the Pedagogy course. The analysis of the profile considered: level of schooling, age, sex, incidence of disapproval, type of difficulty which are more evident and access (or not) to academic support. It was evidenced that the highest percentage of referral occurs in the 3^rd year, at 8 years of age and most of them are boys. Reading and writing, when they co-occurred, are the areas that motivated the referral of the largest number of students. Behavioral issues, related to inattention, are present in 35% of the sample and about 30% of the students have already failed. Of the students referred, 70% did not receive extra-class follow-up. The profile shown reveals the increased attention that students with learning problems need. Emphasis was placed on the role that initial and continuing teacher training can play in encouraging teachers to reflect on their pedagogical practice, analyzing the accommodations needed to develop students' potential, respecting their differences and helping to overcome their difficulties. It was emphasized that, in this perspective, the collaborative research, like Case Studies carried out in schools, is a promising way, since it values the exchanges between the academic production and the teaching practice.

Keywords : Learning Difficulties; School Tutoring; Profile of Referral; Indicator of School Performance.

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