Resumo

IIJIMA, Danieli Winck  e  SZYMANSKI, Maria Lidia Sica. School routines and their relationship with learning difficulties. Educação. UNISINOS [online]. 2015, vol.19, n.2, pp.261-272. ISSN 2177-6210.  https://doi.org/10.4013/edu.2015.192.10.

This article presents a Master Degree research which proposes a reflection over the teaching field, about pedagogical routines present in everyday life at school. We differentiate the concepts of teaching activity and routine, understanding routine as repetitive and daily activities. Based on data collected in a field research of 96 hours of observation in a classroom, using Continuous Register Technique, it is dialogued in the sense that, by targeting the formative aspect of education, the routines can dismember both an educational practice that contributes for the student to learn scientific concepts for which the school is responsible, or the contrary, it can characterize a boring pedagogic practice, when it is not planned and diversified, resulting in a dull teaching practice and carrying out learning difficulties.

Palavras-chave : Pedagogical Routines; Teaching and Learning Process; Learning Difficulties.

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