School documents and conceptions about learning difficulties
It is a research that presents the analysis of a document used by schools linked to a municipal teaching management located in the south of the State of Minas Gerais. The document in question is the form for referring students with learning difficulties to the Specialized Educational Service room. T...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2023 |
| País: | Brasil |
| Institución: | Universidade Estadual Paulista (UNESP) |
| Repositorio: | EDUCAÇÃO: Teoria e Prática |
| Idioma: | portugués |
| OAI Identifier: | oai:periodicos.rc.biblioteca.unesp.br:article/16933 |
| Acceso en línea: | https://www.periodicos.rc.biblioteca.unesp.br/index.php/educacao/article/view/16933 |
| Access Level: | acceso abierto |
| Palabra clave: | Dificuldades de Aprendizagens. Documentos Escolares. Inclusão. Learning Difficulties. School Documents. Inclusion. Dificultades de Aprendizaje. Documentos Escolares. Inclusión. |
| Sumario: | It is a research that presents the analysis of a document used by schools linked to a municipal teaching management located in the south of the State of Minas Gerais. The document in question is the form for referring students with learning difficulties to the Specialized Educational Service room. The objective of the research is to identify and analyze the conceptions that the document presents about the students’ learning difficulties, as well as to understand which are the conceptions that the document discloses about the relations between learning and human development. The historical-cultural perspective is the theoretical-methodological framework used in the analysis of the document. It is concluded that the document values the interpretation of students as fragmented subjects, which greatly hinders the inclusion of students with learning difficulties in school education processes. |
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