A docência diante dos diferentes processos de aprendizagem dos alunos

Abstract

The present study has teaching and students’ different learning processes as its subject matter, and aims to raise the issue of how the learning processes of students in their First Years of Elementary School are comprehended and confronted by teachers in everyday class teaching. Through interviews, we sought to look into which pedagogical alternatives teachers dispose of to face their students’ learning difficulties, the implications of different learning processes in students’ education and in teachers’ practices, as well as experiences lived by teachers while teaching students who present varied learning difficulties. The methodological approach of such research is qualitative, and the procedure for collecting data addresses a semi-structured interview, which had a predefined script. We interviewed six First-Year-Elementary-School teachers from two schools – a private and a public one, in the city of Novo Hamburgo, RS (South of Brazil). The analysis of the collected data was based on Discursive Textual Review as a technique, which made it possible to infer that teachers comprehend the different learning processes of those students in their First Years of Elementary School according to their own conceptions, which support their teaching, and also that the teachers’ confrontation of these students’ different learning processes is connected to how teachers themselves feel regarding such processes as well as to their reflexive practices, the pedagogical alternatives that they dispose of, the support network that assists them and, in addition, to the challenges they bump into in their everyday practices. This study also appoints the urge for the establishment of an interdisciplinary dialogue that fields all students’ learning processes, which not only shows out the need to think over these subjects’ learning, but also articulates the various theoretical approaches, which will support the comprehension of the subjects’ full development, as well as to think over teachers’ initial education in itself, through the restructure of the Pedagogy courses syllabus. The latter do address the importance of interdisciplinarity; however, they continue to have their syllabus structured so as to be made of piecemeal knowledge. Consequently, teachers will face much difficulty acknowledging the process to the student’s full development, as well as the different learning processes presented by them.