Psycho-pedagogical research: practices that obstruct learning

Abstract

From the schools claims for the students to receive psycho-pedagogical support in various issues, we decide to address the situation by demarcating to the analysis of verbal mediation and mediators employed in language teaching practices. We propose as objectives to identify the learning experiences made by the students and relate the methodological constructions with the obstacles in learning. We use qualitative methodology focused on cases analysis: two psycho-pedagogy students joined schoolchildren with severe stagnation in archaic stages of learning written language for six months at 5th grade classroom (primary school). The intervening observation was recorded in field notebooks and we triangulate it with the documentary analysis (school notebooks, NAP and psycho-pedagogical diagnosis). The results of "living the classroom life" allowed us to detect: a.-“Poverty of student experiences” limited in their autonomy by the teacher´s active role and lack of mediators to support the learning. b.-Lack of writing system mastery. c.-Unsuitable methodological constructions –in their mediations, evaluations and psycho-pedagogical diagnosis– with the survival of a naive didactic that doesn’t articulate teaching and evaluation, hindering to recognize stagnation in learning and offer contingent support. However, these methodological constructions follow curricular recommendations that act as ideological restrictions for reflection about the psycho-pedagogical practices.