TH LEARNING DIFFICULTIES IN THE SCHOOL CONTEXT OF ELEMENTARY EDUCATION I: POSSIBILITIES AND CHALLENGES

Abstract

Learning difficulties in Elementary Education I represent one of the most complex challenges in contemporary education, as they directly affect the development of students’ cognitive, emotional, and social foundations. This study aimed to analyze the main learning difficulties present in this context, identifying their causes, pedagogical implications, and possible interventions that promote children’s holistic development. Among the specific objectives, it sought to understand the emotional, pedagogical, family, and socioeconomic factors that contribute to the emergence of these difficulties; to investigate teaching strategies aimed at identifying and monitoring students; and to propose inclusive pedagogical practices that foster meaningful learning. The justification for this study is based on the need to understand learning difficulties as multifactorial phenomena that require sensitive, planned, and collaborative interventions among teachers, families, and the pedagogical team. The adopted methodology was a bibliographic research, grounded in recent studies by Brazilian authors who discuss the topic from psychopedagogical, cognitive, and socio-educational perspectives. The results indicate that overcoming learning difficulties depends on building inclusive school environments, investing in ongoing teacher training, and valuing affectivity as a central element of the educational process. It is concluded that every child is capable of learning when provided with adequate mediation, diversified methodologies, and teachers committed to a humanized, fair, and transformative education.