PRÁTICAS PEDAGÓGICAS COLABORATIVAS NA ALFABETIZAÇÃO DE ESTUDANTES COM DIFICULDADES DE APRENDIZAGEM

Onília Cristina de Souza De Almeida, Teresa Divina Machado, Maria Luisa de Araújo Maia, Marcela Araújo Moraes

Abstract


This article is a report of interclass reunification experience conducted with students of the third year of elementary school at a public school in the District Federal/Brazil. This experience with the participation of teachers, engineers, support staff learning and resource room for the purpose of literacy students complaining of learning difficulties and / or a history of failure. Initially, collaborative teaching practices to meet a group of 16 students were developed. The materials have been developed based on literature, specifically in the complexity approach. In this sense, the practice involved cooperation, adaptation and collaboration of conductor teacher, engineers, specialized team of learning support and resource room leading educational strategies in a quarter. It was observed that the students advanced in academic performance and test the level of Psychogenesis.

 

Index Terms – interclass groups; Collaborative practices; Learning difficulties.


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