Dificuldades de aprendizagem e estratégias de ensino na literatura contemporânea

Abstract

The present study sought to understand how to theoretically subsidize the school routine with pedagogical practices that make students active subjects in the learning process, using knowledge that has been forming and changing since the change in the role of education and participants. Through the bibliographic survey approach, the study demonstrates how the learning process occurs and then understands how to perceive the difficulties in this process, as well as presents the main types, which are: readingspecific, writing-specific and language-specific difficulties. arithmetic calculus, ie dyslexia, dysgraphia and dyscalculia. The choice for this study model is justified by the need to know and explain how, currently, are exposed the strategies that teachers, in their new role of tutor / advisor / mediator, should look sensibly to their students, contributing to the process of their learning, including those with some learning disabilities, in order to reduce such problems due to the adoption of teaching ways in which students are able to learn to think, learn and develop strategies, making the process more autonomous and efficient. Thus, it was concluded that the implementation of these practices requires breaking of old paradigms and adoption / acceptance of new methods by the educator, family and society