Avaliação do desempenho escolar de crianças quilombolas do estado do Amapá

Abstract

The learning difficulties or learning, major problem of our educational system, has been the focus of studies by professionals from various fields, all seeking to understand its causes, methods of assessment and possible interventions in order to identify and minimize the impact of this problem . This study aimed to evaluate the academic performance of remnants of quilombo children. In this sense, it chose as theoretical support, authors such as: Bossa (2002); Cunha (2000); SOARES (2002) among others. As methodological design, we opted for a quantitative, descriptive and as cross-sectional design. 145 students participated in the first segment of elementary school (1st to 4th grade) of Quilombo communities, being 55 female and 90 male. As protocol applied the Academic Performance Test which assessed the fundamental capabilities for writing, arithmetic and reading, classifying them in upper, middle and lower. The results revealed significant differences indicating that the poor performance was observed for males and the fourth grade of elementary school. It is concluded that studies of learning disability are magnified, given that its incidence, irrespective of the reasons, is very high and their presence causes harm to the child, for the family, to the education system, for the country and for professionals working in education.