Abstract
The study aimed to know the learning difficulties presented by children and adolescents who received psychopedagogical assistance in a support service belonging to a university in rio grande do sul. Data were evaluated by bardin content analysis. Results point a high rate of affective and emotional difficulties in children. The findings show the importance of understanding the role of emotional processes in the development of learning disabilities. It also discusses the need for a proposal for teacher training of children whose files were analyzed. This training should not be limited to the appropriation of an instrumental technician that offers a prescription for efficiency, the development of a more appropriate schooling for children with emotional difficulties also involves the teacher-student relationship. It is necessary to construct a dialogue that respects the existence between the parties, characterized by listening to the other, the desire to discover, understand and respect the student as an individual who brings his story, its difficulties, but it also carries a set of potential to learn and develop.
Highlights
The study aimed to know the learning difficulties presented by children and adolescents who received psychopedagogical assistance in a support service belonging to a university in rio grande do sul
Dificuldades de aprendizagem e problemas emocionais were analyzed. This training should not be limited to the appropriation of an instrumental technician that offers a prescription for efficiency, the development of a more appropriate schooling for children with emotional difficulties involves the teacher-student relationship
It is necessary to construct a dialogue that respects the existence between the parties, characterized by listening to the other, the desire to discover, understand and respect the student as an individual who brings his story, its difficulties, but it carries a set of potential to learn and develop
Summary
RESUMO: O estudo teve como objetivo conhecer as dificuldades de aprendizagem apresentadas por crianças e adolescentes que receberam atendimento psicopedagógico em um serviço de apoio pertencente a uma universidade no rio grande do sul. Os achados demonstram a importância de compreender o papel dos processos emocionais no desenvolvimento das dificuldades de aprendizagem. Também discutimos a necessidade de uma proposta de formação para os professores das crianças cujos prontuários foram analisados. Esta formação não deve limitar-se à apropriação de um instrumental técnico que ofereça um receituário para a eficiência, pois o desenvolvimento de uma escolarização mais adequada para crianças com dificuldades emocionais também passa pela problematização da relação professor-aluno. Torna-se necessário investir na construção de um diálogo que respeite a existência entre ambas as partes, caracterizado pela escuta do outro, na vontade de descobrir, compreender e respeitar o aluno enquanto um sujeito que traz consigo a sua história, as suas dificuldades, mas que também carrega um conjunto de potencialidades para aprender e desenvolver-se.
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