Reforço escolar: Espaço de superação ou manutenção das dificuldades escolares?

Abstract

In this paper we present the results of a research developed in Rolim de Moura RO, Northern Brazil. We investigate the procedures adopted by the schools when the children face literacy difficulties. The qualitative research was developed in eight elementary public schools in the urban area. We conducted interviews, document analysis and participant observation. We present the data concerning the tutoring and we argue that they reveal that although this activity is prescribed in the educational projects prepared by the schools and teachers and that there is a specific time for the task within their working hours, the conditions in which children are attended, in most of the schools, do not favour the learning process. The data also indicates that in only one of the schools of our research, the group of teachers innovated the way of developing tutoring, thus benefiting children's literacy process.