Dificuldade de aprendizagem e a formação continuada: percepção dos professores identificada por meio do aplicativo "Roda de Conversa"

Abstract

This work assumes that learning difficulties are present in everyday school life and that teachers still have doubts to deal with students who present these difficulties. Thus, it seeks to identify the possibility of developing an application for continued teacher training that enables studies on learning difficulties, as well as highlighting the importance of teacher training. Its general objective is to develop an application for continued teacher training and for specific objectives 1) To create an application based on the teacher's need; 2) To broaden the dialogue at school; 3) To identify the teacher's perception of the subject; 4) To collaborate in overcoming the difficulties encountered by teachers in the school environment. In this way, the "Roda de Conversa" application was developed from the Fábrica de Aplicativos website. After the elaboration, there was a conversation with the participants about the participation of continued formation. The research was carried out in an Elementary School Initial Years with thirty-three teachers, in which six teachers participated. Thus, the organization of the application presented the requirement to be linked to the needs of users. In the construction of the proposed research, organizational techniques were used. The observation, interview with structured script, application of the technological product, which is the continuous training through the application "Talk Wheel". These materials and methods were used in the research because they had a qualitative approach. The interview was chosen to broaden the dialogue and identify the needs of teachers, and thus mean their participation. Thus, we opted for the observation so that the researcher would know better the school daily life. From these moments on, a continuous formation was elaborated to meet the needs of the participants. The use of M-Learning was extremely important, as it allowed each teacher to participate at their best moment and with greater involvement. In this sense, it was possible to identify that all teachers have students with learning difficulties and consider continuous teacher training to be of the utmost importance. Inclusion emerged as a theme of interest for teachers, which could be studied at another time through the application. It is worth noting that teachers have expressed their opinions on the effectiveness of the specialized service of other professionals. They also mentioned several ways of overcoming learning difficulties, such as: extending student attendance time, continuing education, attendance in the contract, school tutoring, etc. As a result, it was possible to conclude that continued training, from an application to deal with learning difficulties, is feasible and can be analyzed in a broader context. In addition, the software developed can be used later for the needs that the teacher team considers necessary.