A PSYCHOPEDAGOGIC LOOK FRONT OF DIFFICULTIES READING IN THE INITIAL YEARS OF FUNDAMENTAL EDUCATION

Abstract

The present work is a result of qualitative research, about the difficulty of reading in the early years of elementary school under a look at psychology, contemplating more comprehensively the problems of a third grade of elementary school of Josefa Olindina da Conceição Municipal school, located in the municipality of Riacho dos Cavalos-PB. Reading is a very important practice for the social formation of the individual, as well as develop the critical thinking, reasoning and the ability of personal interpretation. However, currently, it is remarkable the increase in cases of students having difficulty in the acquisition of the Act of reading. School failure, for that matter, has worried educators, researchers and parents. Given this, we can say that the professional of Psychology assumes a role of great importance in assistance for the solution of the difficulties faced, especially in the early years of elementary school, because it is where the whole process Convergent, a sociointeracionista theory, wrapped in an interconnection between the learner and sociocultural means. The procedures for data collection and analysis were set out of ten sessions contained in the practical handbook of Clinical Psychology Diagnosis of Simaia Sa, with theoretical basis in Jorge Visca. In this case, the analysis of the descriptive type, from the comments of the subject, object of the case study, during the ten sessions. The research made it possible to investigate the general development of the subject produced through the interview, where the framework of Operative interview centered on EOCA learning, exams, Projective techniques, Manages other tests and History, Psychology Report with feedback to the parents of the diagnosis.