THE CONTRIBUTION OF PSYCHO-PEDAGOGY TO THE PREVENTION AND OVERCOME OF LEARNING DIFFICULTIES IN ELEMENTARY EDUCATION SCHOOLS IN THE CITY OF PARNAIBA-PI

• DOI: 10.22533/at.ed.5583292314087

• Palavras-chave: Psychopedagogy. Learning Difficulties. Pedagogical actions.

• Keywords: Psychopedagogy. Learning Difficulties. Pedagogical actions.

• Abstract:

  Introduction: Research focused on the area of education emerged from the constancy and evidence of school failure. In this sense, Psychopedagogy has been bringing strategies that focus on the search for long-term solutions to issues related to education and school failure. Therefore, they wonder what contribution does Psychopedagogy offer to education professionals to act in preventing and overcoming the learning difficulties of students in Elementary Schools in the city of Parnaíba? Goals: The objective of the research is to know the contributions of Psychopedagogy for the prevention and/or overcoming of learning difficulties in elementary schools in the city of Parnaíba. Methods and techniques: non-experimental model, descriptive, with a cross-sectional approach that consists of collecting data at a single moment. Participated in the research: psychologists, speech therapists, clinical psychopedagogues, directors and coordinators of elementary schools, teachers of public and private schools in the city of Parnaíba with specialization in Psychopedagogy. Data collection took place from January 2009 to April 2010, using an interview and a questionnaire. The collected content was tabulated in graphs and descriptive tables. Results: in the development of pedagogical actions to prevent learning difficulties, most (33%) almost always develop pedagogical preventive actions and the same percentage (33%) say they sometimes develop these preventive didactic actions. And (28%) said they always develop such pedagogical actions to prevent learning difficulties. Structural problems of the schools were found, mainly the public school, being pointed out the work proposal directed to the investment in the professional competence of the educators and public policies that favor greater public investment in education to make the school more inclusive, a school in which the difficulties of learning are reduced or mitigated. Conclusion: we concluded that Psychopedagogy has a preventive work and overcoming it can happen, but through multidisciplinary team work and not through a single professional in the classroom. It was found that the motivation of these teachers to attend the specialization in Psychopedagogy to improve practice in the classroom, in the background to obtain the title of specialist and salary improvement, and a minority only intended to act as a psychopedagogue. We identified a gap to pursue future studies to identify the contribution of Psychopedagogy in the elaboration of public policies that favor to alleviate learning difficulties, in addition to seeking the collaboration of innovative sciences, in the case of Cognitive Neuroscience.