Text in Afrikaans / Die doelstelling van hierdie kwalitatiewe navorsing was om die kind in die middelkinderjare met leerprobleme se belewenis van remediëring binne die skoolmilieu te verken en te beskryf. Ten einde hierdie doelstelling te bereik is bepaalde doelwitte gestel. Die doelwitte het onder andere die daarstelling van ‘n konseptuele raamwerk behels wat met behulp van ‘n literatuurstudie en konsultasie met kundiges die kind in die middelkinderjare met leerprobleme wat remediëring binne die skoolmilieu ontvang binne die konteks van hierdie studie gedefinieer het. Semi-gestruktureerde onderhoude is met die deelnemers gevoer, waarna data geanaliseer is en gevolgtrekkings en aanbevelings gemaak is na aanleiding van die deelnemers se belewenis. Hooftemas, subtemas en kategorieë is uit die onderhoude geïdentifiseer en met bestaande literatuur geverifieer. Tydens die bespreking van die data is daar gepoog om nie bevindings te veralgemeen nie en aangesien dit ‘n kwalitatiewe studie was, is elke deelnemer toegelaat om sy of haar belewenis te deel. / During this research, the aim was to explore and describe the experiences of remedial education within the school milieu of the child in middle childhood with learning problems. In order to reach the required goal, a number of objectives were set. The objectives included conceptualising a theoretical framework by means of a literature study and consultation with experts in order to define the child in middle childhood with learning difficulties that receives remedial education within the school milieu. Semi-structured interviews with participants were conducted, whereupon data were analysed and conclusions and recommendations were made according to the participants’ experiences. Main themes, sub-themes and categories were identified in the transcriptions and were verified with existing literature. During the discussion of data the aim was not to generalise the findings, as it was a qualitative study and each participant was allowed to share his or her experience / M.Diac. (Spelterapie) / Social Work

Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal.

The point of this text is to refer to the child with specific learning and behaviour difficulties as a unique personality and as a human beings with its own value. Childrens' self-concept is formed in a family background, at school and by a person of the same age. Childrens' self-concept is mainly endangered at schools, however the school has got a lot of opportunities to prevent that danger of self-concept reducing, to form and to develop it. The theoretical part is concentrated on forming self-concept in a view of child's psychical development and of childrens' specific learning and behaviour difficulties, it is pointed to forming self-concept at school background and in some situation which can endanger childrens' self-concept. We have also outlined a few possibilities how to prevent the threated self-concept, how to form and develop it. In the empiric part we studied whether the self-concept of children with specific learning and behaviour difficulties differs from self-concept of the children who haven't got these difficulties. For that purpose we used a standard questionnaire.

L’objectif de cette recherche est d’examiner la relation entre l’estime de soi et la réussite scolaire selon la beauté, la culture et le sexe de collégiennes et collégiens. L’estime de soi générale a une influence notable dans certains domaines (échec et réussite, situation familiale, etc.). Notre recherche vise à étudier le lien entre l’estime de soi, la beauté physique comme morale et la réussite scolaire des collégiens en France. L’estime de soi et la réussite scolaire ont été mesurées chez les élèves de deux groupes de collégiens (le groupe A, dans lequel, les élèves répondent aux critères qui contribuent à définir le caractère de la beauté dans la liste établit par nous et le groupe B dans lequel, les élèves ne répondent pas à ces critères). 120 collégiens en troisième et quatrième ont participé à la recherche qui a pour objectif de connaître l’effet de la beauté physique et morale sur l’estime de soi et la réussite scolaire. Les résultats de cette recherche révèlent des différences dans l’estime de soi générale entre des élèves des deux groupes A et B. Ainsi, l’hypothèse que la beauté physique est un des domaines de perception de soi parmi les plus fortement reliés à l’estime de soi générale des élèves a été complètement confirmée. [etc.] / The purpose of this research is to examine the relationships between self-esteem and success at school according to the beauty, the culture and gender of schoolgirls and schoolboys. The general self-esteem has a notable impact on some areas (failure and success, family situation, etc...). Our research aims to study the link between self-esteem, physical as a moral beauty and school success of college students in France. Self-esteem and academic success were measured among the students of two groups of college students (group A, in which the students satisfy the criteria which contribute to identify the character of the beauty of the list set by us and group B in which the students do not meet these criteria). 120 students in the preparatory stage in 8th and 9th grades have participated in the research that has a purpose to know the effect of the physical and moral beauty on the self-esteem and the academic success. The results of this study show differences in general self-esteem between students of both groups A and B. As well, the hypothesis that physical beauty is one of the areas of self perception which is most strongly linked to the general self-esteem of students has been fully affirmed. [etc.]

Trata-se de um estudo de caso, que teve como objetivo analisar sob a perspectiva teórica da psicologia escolar crítica, um projeto de intervenção psicopedagógico, com crianças que vinham apresentando dificuldades de escolarização, numa escola pública municipal de ensino fundamental I, no interior do Estado de São Paulo, a partir da análise do discurso dos participantes deste projeto: gestora, coordenadora pedagógica, psicopedagoga, professoras das classes regulares, professora dos grupos de apoio e seus alunos. Objetivou ainda, analisar de que forma esse trabalho vem contribuindo para a dinâmica dos mecanismos intra-escolares produtores de problemas de escolarização dos alunos de camadas populares. Concluiu-se que o projeto é baseado na teoria construtivista psico-genética de Piaget, que relaciona diretamente o estágio de desenvolvimento cognitivo com a capacidade das crianças aprenderem determinados conteúdos escolares, e tem como característica principal a atuação da psicopedagogia em três frentes: a reorganização das Classes de Aceleração na rede municipal, a capacitação dos professores que atuam nessas classes e a avaliação psicopedagógica individual dos alunos que não avançam na escolarização. Este projeto estaria reproduzindo e fortalecendo a visão hegemônica de fracasso escolar centrando sua análise das causas nos alunos e em suas famílias advindas das classes populares, e também culpabilizando o professor supostamente mal formado para resolver os problemas escolares desses alunos, deixando a instituição escolar fora de foco, ou seja, as relações, concepções, as práticas escolares, as condições precárias de trabalho dos educadores, as políticas públicas que atravessam a escola, perpetuando a exclusão dos alunos das classes populares, dentro da escola, distanciando-os do seu direito de escolarizar-se. / This is a case study which purpose is an analysis based on the theory perspective of critical school psychology. An analysis of a psycho-pedagogy intervention project, with children with learning difficulties, in a municipal school of fundamental learning I (as considered in Brazil), in countryside São Paulo state. The analysis is based on the speech of the project´s participants: director, pedagogy coordinator, psycho-pedagogy coordinator, teachers from regular classes, teachers from support groups and their students. The objective was also analyse the way this project contributes to the intra-school dynamics which produce educational problems in lowerclass students. Conclusions led to a project based in the psychogenetic constructivist theory of Piaget, which relates directly cognitive development and the capability to learn certain contents, and which has as main point the acting of psycho-pedagogy in three fronts: the reorganization of \"Acceleration Classes\" in the municipal school net; the training of teachers who act in these classes; and the evaluation of individual students who do not progress in school. This project would be reproducing the hegemonic vision of educational failure centered in students and their lower-class families, and also blaming the teachers, supposedly not well-trained to deal with their students´ problems, leaving the institution out of the main focus, say, the relations, conceptions, school practices, scarce conditions of work, the political issues that cross school; all of this perpetuating the lower-class students´ exclusion, inside the school, distancing them from their right to learn.

Avec les lois Jules Ferry rendant l'école primaire gratuite et obligatoire, on pouvait penser que l'on s'acheminait vers une égalité des chances de réussir dans un système scolaire devenu méritocratique. Il a depuis fallu se rendre à l'évidence : l'accès à l'école ne permet pas à tous de progresser pareillement, certains enfants s'y trouvant en difficulté dès leurs premiers pas d'élèves. Les politiques de lutte contre l'échec scolaire n'empêchent pas une part non négligeable des élèves de quitter l'école sans maîtriser de façon satisfaisante les éléments fondamentaux des programmes. L’efficacité des dispositifs d'aide aux élèves en difficulté apparaît en outre remise en cause par les travaux de recherche menés sur le sujet.Cette thèse propose une évaluation comparée de ces dispositifs à l'école primaire. Elle interroge, au regard de l’existant, puis à partir de l'exploitation de données obtenues par questionnaire, tests, analyse de contenu, leurs modalités de fonctionnement et leur efficacité.Nous montrons ainsi que le système protéiforme de lutte contre l'échec scolaire comporte un arsenal de mesures hétéroclites dont les règles de recrutement existent mais demeurent confuses. L'analyse comparée des résultats des écoliers, de leur sentiment de performance et des demandes des enseignants indique que cette ventilation considère les besoins des enfants. Les plus en difficulté sont le plus souvent pris en charge et l'orientation choisie dépend des situations. Mais, dans un contexte de pénurie de moyens, et faute de définition précise et de régulation des procédures, ces règles sont fréquemment transgressées.Si, à quelques exceptions près, les élèves les plus faibles ne parviennent pas à combler leur retard, l'efficacité des aides est surtout hétérogène. Elle dépend des caractéristiques personnelles ou sociodémographiques des enfants, de celles de leur environnement, mais aussi de la nature et des modalités de fonctionnement des dispositifs. Les effets bénéfiques observés auprès de certains écoliers sont masqués par des résultats plus décevants obtenus auprès d'autres, dont les besoins initiaux étaient souvent moins manifestes.A notre sens, l'optimisation de la lutte contre la difficulté devrait passer par davantage de cohérence, de coordination dans le recrutement et les prises en charge, et par la mise en commun des connaissances ou compétences des intervenants. Une organisation réticulaire des dispositifs pourrait permettre de rationaliser le parcours des élèves et de conjuguer plutôt que d'accumuler les efforts des professionnels. / With the Jules Ferry laws ensuring free and compulsory schooling, equal chances of succeeding were expected in a meritocratic established school system. Reality proved otherwise: attending school still does not allow all schoolchildren to progress in the same way, as some of them encounter difficulties from the beginning. The struggle against academic failure cannot stop a considerable amount of pupils from finishing school without satisfactorily mastering the basic elements of the programmes. Moreover, recent research works have seemed to prove programmes providing assistance for underachievers to be ineffective.This thesis offers a comparative evaluation of such support systems in elementary school. It investigates their effectiveness and modus operandi, with regard to what already exists, as well as to the use of data obtained by questionnaires, tests or content analysis.The protean support systems against school failure will be shown to include a large arsenal of disparate measures, with actual but confusing recruitment rules. The comparative analysis of schoolchildren's results, of their own impressions of performance and of the teachers’ requests indicates that this distribution takes the children's needs into consideration. Most of the time, those most in trouble are the ones taken care of and the chosen educational counselling will depend on the situation. But, in a context of means shortage, and in the absence of a precise definition and regulation of operating procedures, these rules are often infringed. If, with a few exceptions, the weakest students cannot catch up, we notice that help efficiency mostly proves to be uneven. It depends on the personal, sociodemographic and environmental characteristics of the children, but also on the nature and operating methods of the aid system. The beneficial effects seen with some children are concealed by more disappointing results obtained with others, whose needs were often less obvious at first.Thus, in our opinion, the optimization of the struggle against learning difficulties requires to further consistency and a better coordination in recruitment and schoolchild care, as well as skill or knowledge sharing between professionals. A network organisation of support systems would most likely enable to rationalize pupils' educational background and to combine the efforts of skilled professionals rather than accumulating them.

Obesidade sindrômica é definida como a obesidade ocorrendo em conjunto com várias características clínicas distintas, associadas a retardo mental. A forma sindrômica mais freqüente é a síndrome de Prader-Willi (PWS) caracterizada por hipotonia, dificuldade de sucção no período neonatal, atraso do desenvolvimento neuropsicomotor (DNPM), hiperfagia, obesidade, baixa estatura na adolescência, mãos e pés pequenos, hipogonadismo, dificuldade de aprendizado e distúrbios de comportamento. Estudamos 141 pacientes com obesidade e/ou hiperfagia, atraso no desenvolvimento neuropsicomotor e/ou dificuldades de aprendizado e distúrbios de comportamento, pela técnica de MLPA (multiplex ligation-dependent probe amplification) assim como 19 pacientes que apresentavam além de atraso do DNPM e/ou dificuldade de aprendizado, distúrbios de comportamento, obesidade e/ou hiperfagia, outro sinal ao exame físico que sugerisse alteração cromossômica, pela técnica de SNP-array (The GeneChip 174; Mapping 100K Set, Affymetrix), com o objetivo de identificar genes e/ou segmentos cromossômicos envolvidos com obesidade sindrômica. Essas técnicas detectam deleções e/ ou duplicações do genoma, seja analisando regiões específicas, como a de MLPA, seja cobrindo praticamente o genoma inteiro (SNP-array). Dez pacientes apresentaram alterações cromossômicas: duas deleções 1p36, uma deleção 2p25.3, uma deleção 3p26.3 e duplicação 11q22.3, uma deleção 6(q16.1-q21), duas deleções 12(q15q21.1) (irmãs gêmeas), uma deleção X(p22.13p22.12), uma duplicação 14q11.2 e uma duplicação X(q26.3). Dentre as alterações encontradas estão duas síndromes relacionadas com obesidade já descritas, a monossomia 1p36 e a monossomia 6q16, que são diagnósticos diferencias da PWS. Nos segmentos alterados foram localizados vários genes relacionados a obesidade: DRD2, MCHR2, PLCH2, PRKCZ, RAB21, RAB2B, RAB39, TPO e SIM1. Onze genitores foram analisados por MLPA, SNP-Array e/ou cariótipo e rearranjos cromossômicos não foram identificados. Na presença dos cromossomos parentais normais o risco de recorrência é considerado desprezível. O diagnóstico de pacientes com obesidade sindrômica é um desafio, pois há sobreposição de fenótipos impossibilitando até agora o diagnóstico diferencial, a não ser o da síndrome de Prader-Willi clinicamente reconhecível, pelo menos, em sua segunda fase. O emprego de técnicas que detectam variações no número de cópias do genoma humano amplia a possibilidade de reconhecimento de novas síndromes e a descrição do espectro da variabilidade fenotípica de síndromes conhecidas. Estas síndromes são uma potencial fonte de esclarecimento das causas das formas comuns de obesidade. / Syndromic obesity is defined as obesity occurring in association with several distinct clinical features and mental retardation (MR). Prader-Willi syndrome (PWS) is the most frequent syndromic form of obesity and is characterized by hypotonia, poor sucking in the neonatal period, developmental delay, hyperphagia, obesity, short stature in adolescence, small hands and feet, hypogonadism, learning disabilities and behavior disturbances. Herein, we studied 141 patients with obesity and/or hyperphagia, psychomotor developmental delay and/or learning disabilities and behavior disturbances with the technique of MLPA (multiplex ligation-dependent probe amplification), and 19 patients by SNP-array technique (\"The GeneChip 174; Mapping 100K Set, Affymetrix) to identify copy number variations. By using both techniques we detected deletions or duplications of the genome in ten patients: two deletions at 1p36, two deletions at 12q15q21.1 (twins), a deletion of chromosomes 2p25.3, 6q16.1-q21, and Xp22.13p22.12, a duplication of chromosomes 14q11.2 and Xq26.3, and an unbalanced translocation between chromosomes 3p26.3 and 11q22.3. Monosomy 1p36 and monosomy 6q16 are well-known syndromes and had already been related with obesity. Both syndromes are considered as differential diagnosis of PWS. Several genes related to obesity are mapped in the altered chromosome segments: DRD2, MCHR2, PLCH2, PRKCZ, RAB21, RAB2B, RAB39, TPO and SIM1. Eleven parents were studied by MLPA, SNP array, and / or karyotype analyses, and chromosomal rearrangements were not identified. Therefore, we consider these rearrangements to be causative of the patients´ phenotype. The diagnosis of patients with syndromic obesity is a challenge due to the overlapping of the phenotypes, except for Prader-Willi syndrome that is a clinically recognizable syndrome, mainly in its second phase. The use of techniques that detect copy number variations of the human genome will increase the recognition of new syndromes and also the description of the spectrum of phenotypic variability of known syndromes. These syndromes are a potential source for the understanding of the etiology of the common forms of obesity.

Submitted by Angela Maria de Oliveira (amolivei@uepg.br) on 2018-04-27T18:01:49Z No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) Simone Bueno.pdf: 1195113 bytes, checksum: 3695f41a285e5ce80b622569c8b558f2 (MD5) / Made available in DSpace on 2018-04-27T18:01:49Z (GMT). No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) Simone Bueno.pdf: 1195113 bytes, checksum: 3695f41a285e5ce80b622569c8b558f2 (MD5) Previous issue date: 2018-04-04 / Esta dissertação tem como objetivo principal analisar os documentos que dão suporte ao trabalho na Sala de Apoio à Aprendizagem (Programa SUED/SEED/PR), procurando observar qual concepção de alfabetização está presente nesses textos. Os documentos analisados são os seguintes: a) Resolução nº 1690/2011 GS/SEED; b) Instrução nº 05/2017 SUED/SEED; c) Ficha de encaminhamento. Também verificamos se há, e quais são, os direcionamentos apontados para superação de dificuldades de aprendizagem em língua materna e fazemos um levantamento da legislação das SAA (2004 a 2017) observando em que sentido as mudanças nesses documentos significam avanços ou retrocessos. Como referencial teórico para discutir a temática da alfabetização e, principalmente, a noção de sistema de escrita alfabética (SEA) nos baseamos em Cagliari (2008), Ferreiro (2011, 2012), Morais (2012) e Soares (2016). Para discussão sobre letramento, em Kleiman (2007). A metodologia de pesquisa utilizada foi a da pesquisa bibliográfica e documental dentro da perspectiva qualitativa (LÜDKE; ANDRÉ, 2015). Os dados analisados demonstraram que a ficha de encaminhamento aponta para uma concepção de alfabetização baseada no SEA como forma de compreender a natureza das defasagens na alfabetização dos alunos das SAA. Entre os direcionamentos para superação de dificuldades identificamos referência à ampliação do tempo de permanência na escola (PARANÁ, 2011) e a atribuição de uma sobrecarga de responsabilidades aos profissionais que atuam nas SAA (PARANÁ, 2017). A comparação entre os documentos das SAA, que vigoraram entre os anos de 2004 e 2017, revelou uma descontinuidade das disposições (no que diz respeito aos anos atendidos, número de alunos, escolha das escolas), o que consideramos fragilizar o trabalho que acaba não tendo uma continuidade. / This dissertation aims to analyze the documents that support the work in the Learning Support Room (SUED / SEED / PR Program), trying to observe which conception of literacy is present in these texts. The documents analyzed are as follows: a) Resolution nº 1690/2011 GS/SEED; b) Instruction nº 05/2017 SUED/SEED; c) Referral card. We also check the direction of overcoming learning difficulties in the native language and have surveyed Learning Support Room legislation (2004 to 2017), noting in what sense the changes in these documents mean advances or regression. As a theoretical reference to discuss the theme of literacy and, especially, the notion of alphabetic writing system we based on Cagliari (2008), Ferreiro (2011, 2012), Morais (2012) and Soares (2016). For discussion on literacy, on Kleiman (2007). The research methodology used was the bibliographical and documentary research within the qualitative perspective (LÜDKE; ANDRÉ, 2015). The data analyzed showed that the referral form points to alphabetic writing system based conception of literacy as a way to understand the nature of the lags in the literacy of Learning Support Room students. Among the guidelines for overcoming difficulties we identified reference to the length of stay in school (PARANÁ, 2011) and the assignment of overload of responsibilities to the professionals who work in the Learning Support Room (PARANÁ, 2017). The comparison between the Learning Support Room documents, which ran between 2004 and 2017, revealed a discontinuity of the provisions (in terms of the number of years attended, number of students, choice of schools), which we consider to weaken the work, which ends up not having a continuity.

Made available in DSpace on 2016-04-28T20:56:31Z (GMT). No. of bitstreams: 1 Maria Fourpome Brando.pdf: 1740680 bytes, checksum: ec9fe1d39dfe9cd61bf67bbd41f10eee (MD5) Previous issue date: 2012-05-23 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / The objective of this research was to investigate the senses and meanings constituted by a teacher about the "learning difficulties" of her pupils. The theoretical and methodological framework adopted was that of the sociocultural approach in Psychology, as well as the one proposed by the Clinical Activity. The research subject was a first-grade teacher, teaching the first year of basic schooling. Data collection involved the use of different techniques: a) observations and video recordings of classes taught by the teacher; b) selection of excerpts filmed and edited - short episodes - in order to illustrate teaching aspects related to the "learning difficulties"; c) interviews with the teacher, seeking to go deeply into issues related to her professional activity; d) sessions of simple self-confrontation (ACS) and crossedconfrontation (ACC), in which the teacher, alone and/or monitored, watched and analyzed episodes in which she was teaching her students. The self-confrontation sessions were videotaped and transcribed. From this material and the one collected by the interview, it was adopted the procedures proposed by Aguiar and Ozella (2006) to reach nuclei of meaning. The core analysis indicated that the senses and meanings constituted by the teacher about the "learning difficulties" of her students were articulated, first, to the importance of the pedagogical practice in providing a good quality of teaching activity, one capable of meeting the needs of students with different learning paces; and, second, to the fact that this will only occur through professional relationships. Going deep in the observation and analysis of one s own activity, making the teacher an observer of herself during the professional activity, provided her with the necessary critical distance to see problems in it that by and via discussion with the researcher, provided opportunities to transform her teaching / O objetivo da presente pesquisa foi investigar os sentidos e os significados constituídos por uma professora acerca das dificuldades de aprendizagem . O referencial teórico e metodológico adotado foi o da Psicologia Sócio-Histórica, assim como o da Clínica da Atividade. O sujeito da pesquisa foi uma professora do primeiro ano do ciclo I do Ensino Fundamental. A coleta de dados envolveu a utilização de técnicas distintas: observações e filmagens das aulas ministradas pela professora; seleção de trechos filmados e editados episódios curtos para ilustrar aspectos da atividade docente relativos às dificuldades de aprendizagem ; entrevistas com a professora buscando aprofundar questões relacionadas a sua atividade; sessões de autoconfrontação simples (ACS) e cruzada (ACC), nas quais a professora assistia e analisava episódios sobre sua atuação em sala de aula sozinha e/ou acompanhada. As sessões de autoconfrontação foram filmadas e transcritas. A partir desse material e daquele coletado na entrevista, foram empregados os procedimentos propostos por Aguiar e Ozella (2006) para se alcançar núcleos de significação. A análise dos núcleos indicou que os sentidos e os significados constituídos pela professora acerca das dificuldades de aprendizagem articulavam-se, na constituição de sua subjetividade, de um lado à importância da práxis na oferta de uma atividade docente de boa qualidade, capaz de atender às necessidades dos alunos com diferentes ritmos de aprendizagem e, de outro, à centralidade das relações profissionais para que isso viesse a ocorrer. Verificou-se, ainda, que a passagem pelo processo de observação e análise da própria atividade, ao converter a professora em uma observadora de si mesma durante a atuação profissional, proporcionou-lhe o necessário distanciamento crítico para perceber, nela, problemas que, na e pela discussão com a pesquisadora, parecem ter ensejado oportunidades para ressignificar sua própria atividade docente

Made available in DSpace on 2016-04-27T16:34:01Z (GMT). No. of bitstreams: 1 Zuleide Blanco Rodrigues.pdf: 16035902 bytes, checksum: 9de04fd481a53a128e5c189478a72a91 (MD5) Previous issue date: 2009-09-30 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The aim of this work is to analyze the view of the teachers about students that presents poor school performance, and because of that they are reported as carrier of learning problems and difficulties, thus distinguished by presenting pattern considerate not compatible with what is expected by the school. For its implementation it was used, as data source, the Routing Sheet filled by the teachers of the municipal system of education in the metropolitan municipal area of São Paulo, in which they reported the fact or event that determinates the quote route of part of their students, and so other information about the learning of the students mentioned. The period covered by the research was the school year of 2007, when there were made around 600 referrals, in which the forms will be analyze from the perspective appointed by Moysés & Collares and Bueno, that there is no theoretical support for the characterization of these disturbances , and by Aparecido, that the knowledge of those teachers do not reflect the lack of education about learning difficulties , but is a reflection of a conception galore spread by a type of literature that intend to be scientific. The theoretical support of the investigation are the contributions of Pierre Bourdieu (1998, 2007, 2008), more precisely, the concept of habitus , in so far as it considers the way in which teachers characterize the learning difficulties, expresses a individualized and pathological perspective of these scholarization difficulties, built in educational environment with support of production intended to be scientific that they have access / Este trabalho tem por objetivo analisar a visão dos professores sobre os alunos que apresentam baixo rendimento escolar e por isso são caracterizados como portadores de problemas e dificuldades de aprendizagem, assim distinguidos por apresentarem padrões considerados não compatíveis com o que é esperado pela escola. Para sua realização utilizou-se como fonte de dados a Ficha de Encaminhamento preenchida pelos professores da rede municipal de ensino de município da região metropolitana de São Paulo, na qual foram registrados o fato ou acontecimento que determinou o referido encaminhamento de parte de seus alunos, bem como outras informações sobre a aprendizagem dos referidos alunos. O período coberto pela pesquisa foi o ano letivo de 2007, quando foram realizados 600 encaminhamentos, cujas fichas serão analisadas com base na perspectiva, apontada por Moysés & Collares e Bueno, de que não há sustentação teórica na caracterização desses distúrbios , e de Aparecido, de que o conhecimento desses professores não reflete a falta de formação sobre dificuldades de aprendizagem , mas é o reflexo da concepção fartamente disseminada por um tipo de literatura que se pretende científica. O suporte teórico da investigação são as contribuições de Pierre Bourdieu (1998, 2007, 2008), mais especificamente, o conceito habitus , na medida em que se considera que as formas pelas quais os professores caracterizam as dificuldades de aprendizagem, expressam uma perspectiva individualizante e patologizante dessas dificuldades de escolarização, construídas no meio educacional com suporte de produção pretensamente científica à qual eles têm acesso