As dificuldades de aprendizagem no primeiro ano do ensino fundamental na concepção das professoras

Abstract

It is believed that the transition from preschool to elementary school is a crucial moment in a child's life. The difficulties that mark this period of change in terms of spatial and temporal planning, the organization of activities and the organization of the classroom is the focus of this study. It is known that this stage is also challenging for teachers and, therefore, the problem of our research is to understand how teachers in the first year of elementary school understand and deal with the difficulties encountered during this period. Thus, the general objective of this research is to observe the existing difficulties in the perception of 1st year teachers of elementary school about the learning difficulties most present in their daily school life, as the teachers' lack of knowledge was related to a conceptual confusion about these difficulties of learning (writing, reading, grouping of objects). This is a qualitative research, whose participants were four teachers of the 1st year of Elementary School, from 02 (two) public schools in Paraíba, who answered a questionnaire prepared by author of this work. The answers indicated a lack of knowledge on the part of the teachers about the learning difficulties, which leads to a reflection on the precariousness of the training of these teachers and the need to offer continuing education. The study also revealed the lack of exchanges between preschool and elementary school teachers to plan and reflect on actions aimed at a smooth and meaningful transition of preschool students to the first year of elementary school.