Psychopedagogy and its contributions to the teaching-learning process

Abstract

Despite many studies warning about the serious problems of education in Brazil, the learning difficulties of students still imposes itself in blatant ways in educational statistics. Although the lack of preparation of educators and the precarious functional and structural conditions of the school, among other factors, are pointed as the cause of learning problems, the blame is still largely attributed to individual problems of students, given the educators' reaction to some specific issues of teaching in schools where the conservative standard prevails, which uses the strategy of blaming the victim for the lack of learning. One of the possible ways to reverse this situation is through the contributions of psychopedagogy, an area that studies and deals with the learning process and the problems arising from it, using the knowledge of various sciences, without losing sight of the educational fact, in its broad social articulations. Thus, the objective of this study was to present a possibility of restructuring the student-subject that cannot learn at school by means of psychopedagogy. To this end, a literature review was carried out in books and articles in the main electronic databases using the key words psychopedagogy and learning problems. The search showed that psychopedagogy is the most appropriate area to assist children with learning problems, because it offers a multidisciplinary action and has a collection of diagnostic and treatment techniques capable of reaching and eliminating learning problems.