The purpose of this researchto compare the motor profile of schoolchildren from the initial years of Elementary Schoolwho have undergone repetition with non-repeating children. It sought to understand the need to overcome some paradigms thatare invigorating in the daily school life, which can influence the teaching and learning process. The population was composed ofchildren enrolled in the public network, and the sample was organized into two groups: experimental and control. TheExperimental Group - 40 children from 7 to 11 years of chronological, who had at least one repetition in some series. The Controlgroup of the same number of schoolchildren, with the same chronological ages and gender, without repetition. These groupswere applied the Motor Development Scale protocol - Rosa Neto (2002). Thus, the indicators were constructed to analyze thepreviously defined parameters: Steps to estimate the motor profile of schoolchildren. The results showed that there is a differencebetweenthe chronological and motor ages, (IMG <IC). The Control group was composed of the same number of schoolchildren,with the same chronological ages and gender, without repetition. Were applied the Motor Development Scale protocol - RosaNeto (2002). Thus, the indicators were constructed to analyze the previously defined parameters: steps to estimate the motorprofile of the students. The results showed that there is a difference between the chronological and motor ages, (IMG <IC).Portant, the development of the general motor, in the students investigated, presented in a non-linear way, that is, a variabilityoccurred according to age, gender and independent group of reprobation in some series.

Comparative between the engine development profile of representative repeat student and non-repeat schools in the initial years of fundamental teaching

O trabalho objetiva compreender os principais fatores que evidenciam um deficit em alunos de inteligencia “normal” no processo de alfabetizacao. De forma mais especifica, objetiva analisar o problema de aprendizagem enquanto vinculado a dificuldades na identificacao dos sons e das grafias, na compreensao e interpretacao da leitura e escrita. A psicopedagogia, como area de conhecimento, preocupa-se com as questoes de aprendizagem. Possui, portanto, subsidios teoricos para analisar as dificuldades que o sujeito encontra para aprender, bem como refletir psicopedagogicamente sobre os problemas de aprendizagem que se impoem ao processo de aquisicao da linguagem como forma de contribuir e melhorar a qualidade do ensino das classes de alfabetizacao. Neste estudo, foi possivel entender um pouco mais as questoes pertinentes ao processo de alfabetizacao e os aspectos que interferem e rotulam os alunos como fracassados, elevando o indice de repetencia escolar. Palavras-Chave: alfabetizacao, aprendizagem, problemas de aprendizagem, psicopedagogia

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Problemas de aprendizagem: um olhar psicopedagógico

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Problemas de aprendizagem: um olhar psicopedagógico