The intervenience of everyday concepts at school: an analysis on learning difficulties

Authors

  • Adriane Cenci
  • Fabiane Adela Tonetto Costas

DOI:

https://doi.org/10.17648/educare.v6i11.3989

Keywords:

dificuldades de aprendizagem, conceitos cotidianos, escola

Abstract

We propose here a reflection upon Vygotsky’s theorizations on everyday concepts with the aim of establishing relations between them and learning difficulties. The perspective we used approaches everyday concepts, like the ones developed from the experience, observation of the world that builds them from its perceptive properties - functional or contextual concepts of a referent. Before entering school, children share a lot of such knowledge. However, this is an everyday knowledge and it is not usually valued by school. Thus, understanding that in the chock between school (what it expects, requests) and students (with their personal history and socio-cultural references) there may happen what one started to call learning difficulties.

Published

11-04-2011

How to Cite

CENCI, A.; COSTAS, F. A. T. The intervenience of everyday concepts at school: an analysis on learning difficulties. Educere et Educare, [S. l.], v. 6, n. 11, 2011. DOI: 10.17648/educare.v6i11.3989. Disponível em: https://e-revista.unioeste.br/index.php/educereeteducare/article/view/3989. Acesso em: 18 may. 2025.