O aprender na perspectiva de crianças com queixa de dificuldades de aprendizagem

Abstract

It becomes increasingly common in public health systems, in school-clinics and private offices the complaints about learning disabilities - DA in the initial years of schooling. The need to plan procedures of prevention and clinical intervention in the care of that demand has encouraged research aimed at the identification and analysis of factors that subsidize a better understanding of this demand. The review of the scientific literature indicated that the DA may be understood as compromising of the adaptive capacity of the child to a learning situation, prompting possible interactions between metacognition, the self-regulation and motivation for learning in the development of this type of school complaint. This research intended to understand the relationships between beliefs about the act of learning, the sense of self-efficacy and use of learning strategies for children with complaints of learning difficulties, and their effects on the manifest behavior oriented for learning. There were 12 children aged between 6 and 12 years old as participants, both genders, attending to schools in the initial series of the private basic education school that were selected through clinical psychometric evaluation. The characterization of the beliefs about the act of learning, the sense of self-efficacy and the use of learning strategies happened through procedures, semistructured interview and behavioral observation. The data were submitted to analysis from the references of the Semiotic Phenomenology and the results showed that the concept about learning constructed by the child complaining of DA directly affects their approach to learning, their self-efficacy and strategies of learning assertive use, making the learning very significant. These findings also attempt to influence the affective and motivational factors in the development of (not) learning and allowed the recognition of the investigated factors such as criteria guiding the clinical evaluation of learning and psychopedagogic intervention. It is noted that the improvement of adaptive capacity and facing the situations of learning of the children with complains of DA is strongly linked to the thorough understanding of the relationship between metacognition, self-regulation and approach to learning.