Concepções de professores da rede pública de ensino sobre dificuldades de aprendizagem no contexto escolar

Abstract

This study aims to analyze the concepts and practices related to learning disabilities according to the report of the municipal public school‟ teachers in Aracaju / SE. Thus, we interviewed eight teachers with higher education completed, the sample was selected by the criterion of convenience according to the following requirements to be teaching at the elementary school from first to fifth year, and agreed to participate. We used a semi-structured interview, where the collection of data regarding the characterization of the professionals (age, sex, time of graduation, degree, etc.). Their prior training, these professionals concepts about the learning disabilities; intervention practices they use and the advantages and difficulties encountered in its operations related to that theme. The results indicated that teachers do not use standardized procedures to work with children with learning disabilities; is more common the communication for parents and Educational Center on the difficulty of the child. The graduation and specialization courses are insufficient in preparing teachers to work with these children. The teachers demonstrated difficulties both in defining what would be like learning disabilities indicated that the greatest difficulty in working with these children is that there is a lack of technical staff within the school, which could be providing support to these children. There is also the fact that children with learning disabilities are sent for out of school for the CRAS, CREESE and CAPS and in the process there is the loss of contact by teachers with the work being done, only having access to a final report. Finally, the teachers suggest that these children attend schools in the institution with a specialized team consisting of psychologists, educational psychologists and doctors.