Difficulties of learning in the initial series of the fundamental teaching and actions psycho and pedagogic

Abstract

This article approaches learning subjects related to the difficulties found in Brazilian schools, specifically in the initial series of elementary education. It's a literature review, and therefore a theoretical article, drawing from existing literary studies. The investigation stemmed from the need to understand the rhythms and dynamics of learning developed by students who struggle to understand, assimilate, apprehend, and socialize knowledge. These students are a real part of the authors' daily school experience, which prompted them to identify methodologies that best promote or provoke learning. They believe that once the learning process for each individual student is identified, it's possible to find effective approaches and practices to address the learning problems encountered. This article doesn't analyze "deficits," but rather offers a textual reflection on the learning difficulties presented by students. These students aren't necessarily defined as having special educational needs, but they do require experiencing school and social inclusion. The research sought to identify: Why do some students learn a certain subject with such ease, while others don't understand or move forward slowly? And how can we act positively on these difficulties to ensure learning happens effectively and with quality? The text is based on the conceptions and concepts of Vygotsky and Piaget, but it also incorporates the authors' own perspectives, which originated from their lived educational contexts, grounded in the foundations of Psychology and Pedagogy.