Instrução/atividade criadora: uma análise das vivências de alunos ditos com "dificuldade de aprendizagem"

Abstract

This thesis sought to investigate how the experiences of students, identified with learning difficulties by the school in the instruction processes of regular classroom and robotics workshops, can enable their creative activity, in order to enhance their possibilities for cultural development. This is a qualitative research, which uses theoretical-methodological assumptions from Historical-Cultural Psychology and Ethnography in Education. This logic of investigation allowed the development of the Unit of Analysis Method and based on that, to discuss the concepts of Experience (Perejivanie), Instruction (obutch-enie), Creative Activity and Imminent Development Zone that are central to the under-standing of this study. The dialogue between the two theoretical-methodological assump-tions allowed elaborating a synthesis, as a theoretical-methodological construct [affect/located social cognition/cultures/languages in use] (ALCL) that supports the Unit of Analysis: instruction/activity creator which guides the descriptions, analyzes and interpre-tations of the events produced in this thesis. The empirical material was produced through participant observation in an elementary 4th grade class and in an Educational Robotics workshop of a public school in the city of Betim, Minas Gerais. The five students who participated in the workshops were children considered to have “learning difficulties” by their teachers. The analysis took place at two levels of depth: in the first, we focused on the description and analysis of what counted as instruction/creative activity in both contexts, and it showed us that the student João was the telling case, the relevant case, in both contexts. Contexts: at the second level, the core was what counted as instruction/creative activity and what counted as reading to João in each of the contexts. Such analysis revealed contrasts between the classroom and the workshop, showing that there was a difference in the way João was seen by his teacher and by the monitors; and this reflected in his modes of participation, as well as in his interaction with colleagues, teach-er and monitors. It was also revealed that in the classroom what was prioritized was the Real Development Zone and, in the workshops, the Imminent Development Zone. From the description and analysis of events, it was evident that what counted as reading for João was not the same as for his teachers, as for him it involved autonomy, reading manuals as consultation instruments, building concepts, opinions and positioning with his peers. Thus, it was understood that João's cultural development was permeated by the dialecti-cal tension between instruction/creative activity. This strengthened the thesis that the instruction/creative activity analysis unit can promote children's cultural development as long as instruction is ahead of development, providing opportunities for Imminent Devel-opment Zones. In João's case, it enabled his cultural development, transforming him from a student considered to have learning difficulties, into a student who knows math, reads manuals, assembles robots, is cooperative with colleagues, and also competitive. And many of the so-called learning difficulties are school difficulties, not being individual, biological or psychological, but with social origins.