LEARNING DIFFICULTIES IN THE SCHOOL CONTEXT: THEORETICAL PERSPECTIVES AND CHALLENGES FOR TEACHING PRACTICE

Abstract

This article discusses learning difficulties in the school context, analyzing cognitive, emotional and pedagogical factors that influence this process. Based on authors such as Fonseca (1995), Michels (2017) and Chabanne (2006), it explores the complexity of learning and the challenges faced by educators. This is a theoretical review with an emphasis on the importance of early identification, the interdisciplinary approach and the role of the school in inclusion. The work aims to contribute to teacher training that is critical and responsive to the needs of students with difficulties.