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This work aims to investigate how the praxis of psycho-pedagogy can be an important tool in public education. The topic addresses a reality faced by many teachers when they come across students who have learning difficulties and don't know what to do. This research was carried out with the teachers who make up the teaching staff of a public primary and secondary school in Fortaleza. The aim was to investigate whether teachers are able to deal with learning difficulties in the classroom, what level of knowledge teachers have about learning difficulties and what kind of intervention the school carries out with students with learning difficulties. The methodology used is a qualitative approach and the technique used to collect data was a semi-structured questionnaire made up of six questions.
About the author
Elle est psychopédagogue clinique et institutionnelle. Elle est diplômée en chimie de l'Université fédérale du Ceará (2009). Elle a été boursière du CNPq - Département de la science et de la technologie et de l'enseignement supérieur du Ceará et tutrice de l'IFCE pour l'enseignement à distance. Elle a neuf ans d'expérience en tant qu'enseignante. Elle est le mentor d'un projet destiné aux élèves des écoles publiques.
