UNDERGRADUATE STUDENTS’ COMPREHENSIONS OF OVERCOMING LEARNING DIFFICULTIES IN ELEMENTARY SCHOOL

UNDERGRADUATE STUDENTS’ COMPREHENSIONS OF OVERCOMING LEARNING DIFFICULTIES IN ELEMENTARY SCHOOL

Authors

DOI:

https://doi.org/10.21527/2179-1309.2021.115.10951

Keywords:

Initial training. Theory of Subjectivity. Overcoming learning difficulties.

Abstract

The way in which undergraduate students understand learning difficulties and overcoming them can contribute to the construction of alternatives to content teaching and medicalization of the problem. This article reports a research on the own practice of three teacher educators, in a class of 22 undergraduates, on the topic Understanding and Explanation of Development and Learning Processes II. Overcoming learning difficulties was one of the subjects studied, from the perspective of the theory of subjectivity. We analyze written productions of the undergraduate students at different moments of a didactic sequence, when answering study questions, analyzing a film and reporting observations of the internship. We evaluate the undergraduate students' understanding of the ideas in the texts and the relationships they produced between these concepts and practical situations. The results indicate that the didactic sequence favored the understanding of the ideas and the articulation between theory and practice. However, we consider that the undergraduate students' implicit theories make it difficult to learn the concepts of the theory of subjectivity. These results suggest possibilities of changes in the didactic strategies of teacher educators and the accomplishment of other researches according to the framework of subjectivity theory and qualitative epistemology.

Author Biographies

Hanna Patrícia da Silva Bezerra, tecnológico do Instituto Federal de Educação, Ciência e Tecnologia do Amapá - IFAP

Licenciatura Plena em Ciências Biológicas pela Universidade Federal do Amapá (2007); especialização em Metodologia do Ensino de Biologia e Química, pela Faculdade Internacional de Curitiba (2011) e em Educação Profissional Integrada à Educação Básica na Modalidade de Educação de Jovens e Adultos, pelo Instituto Federal do Amapá (2014) e Mestrado em Ciências Pela Universidade Federal Rural do Rio de Janeiro (2016). Sou doutoranda pelo Programa de Educação em Ciências e Matemática (PPGECM) do Instituto de Educação Matemática e Científica da Universidade Federal do Pará. Atuei como professora de Ciências e Biologia da rede pública de ensino do Estado do Amapá e Prefeitura Municipal de Laranjal do Jari, AP (2007-2010). Desde de 2011, sou professora efetiva do ensino básico, técnico e tecnológico do Instituto Federal de Educação, Ciência e Tecnologia do Amapá - IFAP.

Rosineide Almeida Ribeiro, Universidade Federal do Pará (UFPA)

Licenciada em Biologia pela Universidade Estadual Vale do Acaraú (UEVA), Mestre e Doutorado (em andamento) em Educação em Ciências e Matemática pela Universidade Federal do Pará (UFPA).

Downloads

Published

2021-11-22

How to Cite

Alves, J. M., Bezerra, H. P. da S. ., & Ribeiro, R. A. (2021). UNDERGRADUATE STUDENTS’ COMPREHENSIONS OF OVERCOMING LEARNING DIFFICULTIES IN ELEMENTARY SCHOOL: UNDERGRADUATE STUDENTS’ COMPREHENSIONS OF OVERCOMING LEARNING DIFFICULTIES IN ELEMENTARY SCHOOL. Revista Contexto & Educação, 36(115), 360–378. https://doi.org/10.21527/2179-1309.2021.115.10951

Issue

Vol. 36 No. 115 (2021): Formação docente e ensino nas diversas áreas do conhecimento

Section

Artigos

License

By publishing in Revista Contexto & Educação, authors agree to the following terms:

All works are published under the Creative Commons Attribution 4.0 International License (CC BY 4.0), which allows:

Sharing — to copy and redistribute the material in any medium or format;

Adaptation — to remix, transform, and build upon the material for any purpose, even commercially.

These permissions are irrevocable, provided that the following terms are respected:

Attribution — authors must be properly credited, a link to the license must be provided, and any changes made must be indicated.

No additional restrictions — no legal or technological measures may be applied that legally restrict others from doing anything the license permits.

Notices:

The license does not apply to elements that are in the public domain or covered by legal exceptions.

The license does not grant all necessary rights for specific uses (e.g., image rights, privacy, or moral rights).

The journal is not responsible for the opinions expressed in the articles, which are the sole responsibility of the authors. The Editor, with the support of the Editorial Board, reserves the right to suggest or request modifications when necessary.

Only original scientific articles presenting research results of interest that have not been previously published or simultaneously submitted to another journal with the same purpose will be accepted.

Mentions of trademarks or specific products are intended solely for identification purposes and do not imply any promotional relationship by the authors or the journal.

License Agreement (for articles published from October 2025): Authors retain the copyright to their article and grant Revista Contexto & Educação the right of first publication.