Dificuldades na aquisição da base alfabética em diálogo com a psicanálise

Abstract

The study is contextualized in the Municipal School Nossa Senhora do Amparo, located in Northwest Region of Belo Horizonte. This is an Action Plan aimed at a 12 years old, who attends the 6th grade of elementary school (9 years), in the morning. This proposal is justified by the need to continue reflection on educational practice, especially by teachers, about the particularities of the student, also from expansion of learning opportunities for students with learning difficulties in the process of reading. The objective of this plan an individualized and specific assistance with the student in question, considering his peculiarities, its own way of learning. The theoretical assumptions that underpin the reflections fall in the Psychoanalysis of Education as the neurological and psychiatric diagnoses, and treatment given by them, had no effect in practice. The choice of methodology and teaching material falls on the slopes constructivist and social interaction, with emphasis on hypotheses psychogenetic the acquisition of reading and writing. The proposal developed plans to offer subsidies for a reflection about teaching and learning in school, pointing out possible causes of non-learning, away from those who treat diagnosis as the result of some disturbance, disability or disorder. It is necessary to seek the student as the subject of the case, the real causes. The child can no longer be the object of study in which the search for the diagnosis of their disability without recognizing their right to voice. In this line of thought, we must find more effective intervention.