BETWEEN CHALLENGES AND DISCOVERIES: A LOOK AT LEARNING AT SCHOOL

Abstract

This article aimed to analyze the contributions of psychopedagogical intervention in addressing learning difficulties among elementary school students, based on the mediation between cognition, affectivity, and the school context. The study addressed the theme of recurrent school difficulties and psychopedagogical action within the institutional space, standing out for its theoretical and practical relevance in the educational field. The methodology used consisted of a qualitative bibliographic research, grounded in the analysis of academic publications from 2013 to 2025, selected according to criteria of timeliness, thematic relevance, and scientific rigor. The sources were organized into categories that reflected the three main axes of the article: psychopedagogical mediation, institutional prevention of difficulties, and the application of self-regulation and metacognitive strategies. The results allowed the conclusion that psychopedagogical intervention, when integrated into school practices and supported by systematized approaches, contributed to overcoming learning difficulties, promoting students’ autonomy and supporting inclusive pedagogical practices. The study also highlighted the importance of ongoing teacher education, interdisciplinary collaboration, and the construction of strategies adapted to students’ individual needs. Finally, it indicated the need for further empirical investigations to analyze the effectiveness of these practices in different educational contexts.