Intervenção psicopedagógica na escrita: um estudo de caso

Abstract

Psychopedagoguery, as an interdisciplinary field, investigates learning processes considering cognitive, emotional, and social factors. This study presents a report on a clinical psychopedagogical intervention carried out with a 15-year-old adolescent, a 9th-grade elementary school student, who presented complaints of lack of attention, forgetfulness, and persistent difficulties in orthographic writing. The general objective was to analyze the contributions of the intervention in facing writing difficulties, articulating theory and clinical practice. The methodology was based on a qualitative case study approach, grounded in Bardin's Content Analysis, with 12 sessions conducted between November 2025 and April 2026. The resources used included rule-based games (Jenga, Suspect, Picture Uno) and adapted pedagogical activities, aiming to stimulate executive functions and phonological awareness. The results indicated significant advances in sustained attention, reduction in screen time exposure, and consolidation of orthographic rules (r/rr, s/ss, ch/x, z). It is concluded that mediated and playful intervention favors the re-signification of error and promotes the subject's autonomy in the writing process.