Afetividade familiar: implicações na dificuldade de aprendizagem

Abstract

In the midst of so many school failure histories, with regard to learning difficulties, we can say that this is not limited to age, school year or even school. In order to better understand the difficulties of learning we seek in this study to investigate the relation of the family affectivity and the difficulty of learning, so that we were able to identify the parental style in the educational practice between parents and children, and how to give the relation between them. We understand that the family has the power to influence both positively and negatively in the maintenance of these difficulties. The research is of qualitative analysis with design of a survey of data. The instruments used were the socidemographic interview in order to collect personal data and characterize the sample and semi-structured interview conducted with six people responsible for the person with learning difficulties. The interview reports were analyzed from qualitative content analysis. In the results it was possible to perceive that 50% of the interviewees have an authoritative educational parental style, being parents who give a lot of affection as well as place limits on the children.