MENEZES, S. B. S. de, O Aprender e o não-aprender na escola: a ótica de alunos das séries iniciais do ensino fundamental com dificuldades de aprendizagem [Learning and not-learning at school: the perspective of students in early grades of elementary school with learning difficulties] 113 p. Master’s Dissertation – Universidade do Oeste de Santa Catarina. Santa Catarina, 2006.
Abstract: The work of inquiry in reference approaches a thematic that is not new, however, it still continues to be a focus of concern and research on the part of school context and the community that surrounds it: the difficulties of learning in the school. The results of the current inquiries in the area of the education alert for the diverse existing problems in this area in Brazil. The learning difficulties still appear in the statistics of these studies of frightful form, as they can culminate in failure, mismatch and school exclusion. Such occurrence was verified in all the levels of education of the country, however, it happens more frequently in the first years of school. From the affirmation that it is important not only to know what the adults, but also what the children think on this thematic, as all its actions are related to the conceptions on learning difficulties, constructed for the pupils of the initial series of basic education. The sample was constituted by thirty and three (33) pupils of the initial series of Basic Education of the three nets of education: state, municipal and private. Thirteen (13) education professionals, being these, pedagogical teachers of the selected schools and respective professors of the sample pupils. For the data collection, half-structuralized interviews and the Thematic-Drawing-and-Story Procedure, of Walter Trinca, were used. The research was descriptive, with a qualitative approach, appealing to the content analysis as a procedure of data analysis. The collected and analyzed data had allowed the following results: a) The conception of these pupils, on learning difficulties, is related to not learning what was taught by the professor; b) The causes pointed by them about the difficulties mention to behavior aspects of the student; c) For the professionals of education, in the same way that the pupils, the learning is a process whose responsible is the proper pupil, consequently, the relative difficulties to this process belong to them. The causes pointed by the professors to justify the learning difficulties differ from the ones pointed by the pupils, as, for these professionals, they are connected to the familiar environment, while the pupils, as, for these professionals, they are connected to the familiar environment, while the pupils, perceive the causes as entailed the inadequate behaviors of themselves. In general form, the pupils and professors who had participated of this research support themselves in isolated aspects (pupil and family) to appraise or to choose causes of the learning difficulties, not considering the diversity of involved variable in this problematic, such as professors, affectivity, motivation, direction, among others; as well as not perceiving the existing relation between these variables.