Diagnósticos e encaminhamentos: as dificuldades de aprendizagem no processo de alfabetização numa escola pública e numa escola particular

Abstract

The purpose of the present research is to investigate the likenesses and differences, between a private and a public school, concerning the diagnosis, and following conducting, of students who have learning difficulties in the early stage of written language acquisition. For the development of the work, an ethnographic approach case study was made in schools located in the southern area of the city of Belo Horizonte. The methodology started off with systematic and intensive observation during the first days of classes and later follow-up until the end of the first semester of classes, in addition to interviews with students, teachers, supervisors and participation in the parents/teachers meetings. From the investigation of the diagnosis and conducting of the learning difficulties in the beginning literacy process, a confusion between the terms beginning literacy and literacy is evident, leading to a non-distinction between them. Aware that schools/teachers intentions are to perfect the teaching system and to render it more accessible, one realizes that the literacy and beginning literacy practices, when exercised hand-in-hand, make the students success possible by considering his/her social, cultural, economic and cognitive features, hence providing a better performance in the learning process.