|Support type:||Scholarships in Brazil - Scientific Initiation|
|Effective date (Start):||September 01, 2013|
|Effective date (End):||December 31, 2014|
|Field of knowledge:||Humanities - Education|
|Principal researcher:||Claudia Regina Mosca Giroto|
|Grantee:||Mary Duarte Gualtieri|
|Home Institution:||Faculdade de Filosofia e Ciências (FFC). Universidade Estadual Paulista (UNESP). Campus de Marília. Marília , SP, Brazil|
A constitutive approach of language difficulties concerning aspects inherent notational are interpreted as the formal ownership of writing and as evidence of the development of solutions to the doubts about these aspects. Therefore are not considered as pathological manifestations of learning disorders. Such an approach requires, at a time that calls for a welcoming school students to the diversity and the uniqueness of each individual, the teacher must understand their role with writing more carefully, in order not to pathologize such aspects and contribute to truancy. Based on these ideas, the aim of this study is characterized by research on how 96 teachers of 2nd and 3rd year of Cycle I, who teach in public schools of Basic Education, include learning difficulties and the actions that take forward the they pupils as being those which have such difficulties. Data will be collected through a questionnaire, to be answered individually by each participant. The data analysis will be subsidized by qualitative approaches, through the election of themes, and quantitative, in situations that make relevant.