Projeto de intervenção escolar para alunos com problemas de aprendizagem na alfabetização: construção, implementação e resultados

Abstract

This survey consists in an interventionist research realized in a public school at the city of Uberlândia-MG. The investigation and intervention process had as main goal verify if a school intervention can be efficient to face the students "learning troubles" during the literacy, investigating the teachers and pedagogues contribution in this process. Thus, there was a compromise to try to reduce the evasion and the repetition, making possible the students' development in this situation. In such a way, the researcher organized the work from the presentation of the learning problem at literacy (chapter I), justifying the scientific and social relevance of this study. The methodological path was traced according to the principles of the action-research. This kind of research became suitable due to the conditions to intervene in the reality, trying to transform it according to its necessities, the group's expectancies and the cultural-historical conditions of the context. To the construction of the school intervention project (chapter II),the tools used to data collecting in this initial stage were the psychic-pedagogic diagnosis, the questionnaires and the observation. Through data analysis, endorsed in the theoretical referential of Piaget, was possible to know better the survey participants - students, teachers and pedagogue- and indicate interventionist actions, involving the implementation stage (chapter III). The results of the intervention (chapter IV) were analyzed according to the longed objectives, relating the complexity of the daily actions. The result analysis gave the conclusion (chapter V): facing the challenges of the school context, by projects for students and teachers, is possible to modify the educational reality of students targeted to failure, what means to transform their possibilities of social inclusion and citizenship