As fichas de encaminhamento que formam concepções sobre as dificuldades de aprendizagem

Abstract

In this work, with a qualitative approach, we aimed to identify and analyze, in the light of the historical-cultural theory, the referral form for the AEE room, used as a work instrument by the teachers of the Municipal Education Network in the city of Guaxupé/MG, and what conceptions these cards form about what is a learning difficulty in everyday school life. Specifically, we seek to do a study on development and learning, having Vygotsky's studies and the historical-cultural theory as the theoretical support that supported this research. We analyzed this instrument in the light of this theory and discussed what conceptions teachers have in relation to learning difficulties that are present in the criteria of the form. Our objective is, when analyzing this form, to collaborate with the work and the pedagogical practice of the teachers in relation to the learning difficulty, still so present in educational spaces. In general, we consider, after carrying out this work, the need for the teacher to have a clear conception of what a learning difficulty is, so that the referral of a student to a specialized educational service does not become a mistake, but rather, a necessity.