CONCEPTIONS AND PRACTICES IN SCHOOL ABOUT DIFFICULTY OF LEARNING

This article discusses the involvement of the teacher in relation in what students diagnosed with learning difficulties with the knowledge. This work brings results of empirical research about learning and the relation that subject establishes with the knowledge in the system of local public school in Sao Luis de Montes Belos. Semistructured interviews were conducted with teachers on initial training and continuous working hours, planning lessons, working with children classified as learning disabled, among others. Observations was done during lessons in order to verify the relationship between the data collected through interviews and the data seen during observations of the pedagogical practice and attitudes of children and their relation to the contents worked by the teacher. This reflection is based on the reformulation of Charlot (2000, 2001, 2005, 2006) about learning, the relationship with knowledge, learn, the relationship that the subject establishes with the world, with others and with himself/herself. Identified the concepts of learning disability that sustains the teacher's teaching in elementary schools. Through this research it was found that teachers use three criteria to assess their students and to diagnose them as children with learning difficulties or not. They evaluate their students according to the rhythm of each when they do tasks, consider that some children have difficulty learning due to poor or disabled family participation in the work of the school and also because of cultural differences. It was also found that teacher does not include their pedagogical practice to evaluate the ability or difficulty of learning in their students. Even though saying during interviews that works differently with their students because it considers the subjectivity of them to prepare their activities, there was no activity of this nature.