The aim of this study was to investigate the conceptions of learning difficulties of individuals involved in programs that use computer searching to identify their expectations about the technological resource to overcome such problem. Three programs have been investigated, compiling a sum of twelve interviews, which classify the individuals into three classes: teacher, instructor and the coordinator of the proposal. Two programs were developed in public schools, one in Rio de Janeiro, another one in Baixada Fluminense, and the third one in a private school situated in the South of Rio de Janeiro. The analysis of the data was based on the Argumentative Strategy Model. The discourse faced in the same program showed fares, contradictions and a few approaches: for some individuals, the learning difficulties don't exist. For others, the difficulty is not from the child; yet others consider that the child's difficulty is related to psychological matters open to complex classifications. The computer appears just one time as an inducement, at another moment as a way to discipline the student, and also as a way of expression and part of the learning and teaching process. The existence of conflicted conceptions reflect a lack of agreement among them, causing hindrance in relation to the intended objectives of such program.
difficulty in learning conceptions; computer in education; argumentative strategy
