Dificuldade de aprendizagem: relação entre as vivências familiares e as práticas pedagógicas

Abstract

The main responsible for the development of students/children with Learning Difficulties is, beyond any doubt, the relationship that must exist between the family and the pedagogical practice taught in educational institutions. Because of the lack of information on the subject, they distance themselves, unlike what would be the true solution to the issue. The article was developed through narrative, reporting the experience of the author and reinforced with theoretical background and case studies where statements from family members and teachers that make inclusion, a key part of their life are presented. Recent contributions (Mantoan and Libâneo) and old ones (Vygotsky and Piaget) on the theme were also analyzed, correlating them with today's education, resulting in arguments that may contribute to cognitive, emotional development and social development of children with disabilities. The healthy relationship between the family and the school is the main factor for the development of the child with Difficulty of Learning, and when studying this partnership, the objective of the research is to bring solutions where we will approach family and teaching experiences, the best methodologies for care and the fundamental importance of continuous and specific education of the teachers responsible for inclusion. At the end of the study, another obstacle to development is the fact that the family / parents deprive their children of their autonomy to solve their problems, even if unintentionally, because of excessive protection, and also because of the lack of preparation of educators to deal with this issue of inclusion.