Ensino remedial em recuperação paralela

Abstract

In this paper we seek to use Lacan’s theory of desire in order to justify the following thesis: 1. Special difficulties of students in calculus courses can neither be explained or solved by only considering the imaginary (beliefs) and symbolic (statements) registers. They require taking into account the juissance organization in the real register that regulates the choice of justifications. 2. Psychoanlysis provides elements for effective organization of remedial teaching. 3. The theorectical elements and reports from classroom practices already available, are sufficient in order to include remedial teaching as an object of study in teacher’s formation courses. As a method for sustaining these thesis we present the report of a tutorial session for freshmen calculus student where remendial teaching indicates a phenomenon of repetition in the passage from one semantic field to another. As corollaries we show: 1) an adequate work contract can bring a number of students to tutorial sessions, compatible with the available teaching facilities. 2) Special difficulties of calculus students are ore serious and the teaching task is more difficult than it is generally admitted by the Istitution. 3) The tutorial teaching does not have to be carried out by the same teacher of the regular curse