Desafios e perspectivas do Projeto Acompanhamento Pedagógico Diferenciado (APD) para alunos do 4º ao 9º ano do ensino fundamental

Abstract

The present dissertation is developed in the Program of Professional Master in Education’s Management and Evaluation (PPGP) of the Center for Public Policy and Evaluation of the Federal University of Juiz de Fora (CAEd / UFJF). The case approached here discusses the learning difficulties presented by students from the 4th year until the 9th year of elementary school attended by the project of Pedagogical Attendance Differentiated (APD) based in the subsection I, article 32 of the Law of Guidelines and Bases of National Education - LDB (Law 9.394 / 1996), wich determinate the development of the learning hability, having as basic ways the total mastery of reading and writing. In the perspective of the project, we analyzed the possibilities of a pedagogical intervention carried out by the Teacher for the Library Use (PEUB) with these students who presents difficulties in the jurisdictional schools of the SRE Unaí / MG. As a theoretical reference, we are supported by the approaches of Emília Ferreiro, Magda Soares, Angela Kleiman, Roxane Rojo and other authors that approach the issues related to this study. The research methodology was based on empirical research data, having as a data collection an accomplishment of focus groups constituted by the teacher who were designated for the project and the teachers for the Library Use from the participating schools. From the collected data, we delimited three axes of analysis that allowed us to know the reality of the work developed and then we elaborate an Educational Action Plan with the objective of contributing with the development of the project in an attempt to minimize the difficulties of reading and writing skills and literacy from the 4th to the 9th year of schools limited to the Regional Superintendence of Education of Unaí / MG, providing them with the opportunities and knowledge necessary to carry on the studies with basic mastery in the abilities of reading and writing skills and literacy .