UNDERGRADUATE STUDENTS’ COMPREHENSIONS OF OVERCOMING LEARNING DIFFICULTIES IN ELEMENTARY SCHOOL

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.