| Popis: |
The text presents a study with thirteen Brazilian children enrolled in the fourth grade of elementary education of the public school system from Estado of São Paulo, diagnosed as having learning difficulties. The objective was to investigate the possibility of increasing the acquisition and expression of knowledge among these children. Sustained by the literature review about Learning, Learning difficulties and Multiple Intelligences, pedagogical interventions have been developed aiming at promoting the intellectual diversity of those students. For the analysis we opted for the method suggested by Ginzburg (1989): the evidential paradigm. The data were collected by means of interviews and observations during the pedagogical interventions and showed signs that may have promoted learning disabilities in the school context. After the pedagogical intervention period, we concluded that motivation, discipline, interaction, self-esteem and expressiveness improved considerably. Moreover, data showed evidence that encourage learning, developed in the course of the pedagogical interventions. |
