As percepções de professores, familiares, alunos e especialistas sobre o contexto da educação de alunos que apresentam dificuldade de aprendizagem: desafios para a escola

Abstract

The students’ learning adds important contexts related to family, school, and the interdisciplinary team. It is known that the “not learning” complaint has become common in school spaces and the search for answers to what determines the referral of these children to an assessment by education and health professionals is common nowadays. The study discusses and analyzes the processes used for referring schoolchildren to the assessment of the educational context according to the view of the family, the school, and the interdisciplinary team – a context that is grounded on the complaint since the initial assessment process to the service rendered by professionals of the health interdisciplinary team. To that end, the survey refers to the procedure of identification, both in the family and the school environment, of the main factors that contribute to the process of children assessment. First, human development issues were addressed through Vygotsky’s cultural-historical perspective, together with the guidance of specialized educational services (SES) and their implications in mainstream education. To find out the perception of the actors involved in the process of children assessment, interviews were conducted with five parents, five teachers and four professionals of the interdisciplinary team. The data analysis enabled the researcher to reflect on important aspects that can directly influence the motivation and therefore the children’s learning. Teachers reported that they are alone in the mission of teaching; when parents were asked to go to the school environment, it was found that they believe they are participating and responding promptly to school demands. Regarding the interdisciplinary team, their predominant view is that the family participates in the assessment process, but aborts the process of clinical care for non-compliance. At the end of the study it became clear that there is a lack of dialogue between all actors involved in the process – those who work directly or indirectly with the children – because when it comes to disabled children, the zeal and commitment to their welfare must precede any other activities. Therefore, one needs to think of an educational model that views children in their specific characteristics and skills, not referring them to assessments based on a standard or a distinct area.