Learning difficulties and pedagogical intervention in preschool unveiling the paths of (non) learning

Abstract

The reflections presented in this text seek to situate the reader about the construction of the phenomenon of learning, a process of biological, social and cognitive nature, which, seen from the formal and systemic angle of the regular school, is intertwined with an interconnection between practices, teaching mechanisms and strategies and the effective conditions of learning, that is, the real situation of the learning subject. Based on this, this study aims to analyze the educational process in preschool, evaluating the teaching practice of pedagogical intervention in the learning difficulties of the preschool child, in the cognitive, affective, social and physical aspects. This discussion starts from a literature review of the literature, with a qualitative approach, in the reading of legal documents from the Ministry of Education (MEC) and authors such as Correia (2004/2006), Fonseca (1995), Smith; Strick (2001), among others, which, put in dialogues, make aspects work that, in theory, mirror teaching experiences in school practices. Such considerations consider the need to assume pedagogical attitudes that establish, in a creative and stimulating way, the opportunities to build a democratic and reality-transforming education. And, therefore, in the face of this process, which involves learning or (non) learning, the teaching profession must consider the particularities and the reasons that may be causing some deficit in the child's learning in preschool, an important and determinant phase in life student, seeking to develop strategies that give meaning to learning, guiding the apprentice along the path of discovering new paths of knowledge and potential, hitherto unexplored.

(Image by Aamir Mohd Khan from Pixabay)