Dificuldades ou transtornos da aprendizagem? Influência de fatores ambientais no processo de aprendizagem

Abstract

The present study aims to analyze the differences between learning disorders and learning difficulties, considering the influence of environmental factors in the learning process. This is a qualitative study of a descriptive and exploratory nature, developed through a case study with a fourth-grade elementary school student who presents difficulties in reading, writing, and mathematics. It is observed that the student was not fully literate by the end of the literacy cycle, which compromised their performance across different subject areas in the fourth year of elementary school. To this end, the methodology consists of conducting a pedagogical assessment composed of instruments such as anamnesis, skills tests, an observation guide, an evaluative synthesis, as well as an interview with the teacher. Based on the research results, the complaints were more similar to learning difficulties—strongly related to environmental factors within the student’s family, socioeconomic, and school context—than to a possible learning disorder. In light of this, the study reinforces the importance of discussions of this nature in pedagogy courses, in order to enable a deeper understanding of the learning process. This includes the ability to identify issues, guide caregivers, refer students to other professionals, and carry out pedagogical assessments. Thus, it is emphasized that the difficulties presented in the classroom cannot be understood in isolation or attributed exclusively to the student; rather, they must be analyzed from a broad perspective that considers biological aspects and environmental factors that may impact learning. Finally, the study highlights the need to strengthen public educational policies, as well as the partnership between school and family, aiming at more effective interventions and monitoring of the learning process.