A PERCEPÇÃO DE EDUCADORES SOBRE VULNERABILIDADE SOCIAL E APRENDIZAGEM DE ALUNOS DO ENSINO INFANTIL NO MUNICÍPIO DE AREIA - PB

Abstract

Vulnerably social children serve as an incentive for drafting laws and projects that seek to minimize the risk factors to which they are exposed. Children in unfavorable and disruptive situations tend to develop certain behaviors, often aggressive as a form of defense. Many factors contribute to the classification of individuals as vulnerable subjects, such as low schooling, extreme poverty, involvement with drugs in the family, lack of affection and material. It is in the school that the student spends most of his time, and it is also in this environment where most of the conflicts and demonstrations of behaviors that may influence the learning and development of these individuals occur. Thus, we sought to know information about the learning of vulnerable children in a municipal nursery, with a qualitative research. Visits were carried out at the referred institution, with the purpose of knowing the routine of the same and creating a climate of familiarity with the members of the school body, in order to arouse their confidence. Subsequently, specific questionnaires for each group, semistructured, with related questions were applied with the teachers, parents and the school manager. With the questionnaires answered, the data were analyzed and it was observed that the management does not meet the requirements required by law in relation to professional training, but strives to efficiently meet the entire community. The parents and guardians of the students do not follow the children properly and do not go to school. Teachers seek ways to make the children aware, but they face many difficulties on a daily basis, thus compromising their work. Children have deficits in learning and can not keep up with the contents seen in the classroom.