Proceso de reconocimiento del alumno problema como legítimo otro de escuelas vulnerables

Ajagan, Luis; Castro, Abelardo; Díaz, Alejandro; Alarcón, Catherine Sharlot

doi:10.1590/s0101-73302014000200011

Cited by 1 publication

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“…Teachers consider students as "others" who are different from them and that, due to their cultural legitimacy, it is their duty to "culturize" them. They see them as "problem" children, aggressive, uneducable, who do not adapt to the educational system, and who must be domesticated [30]. They also feel that they must put aside pedagogical aspects in order to provide affectivity, sociability, and quality of life to students, but they also think that they only go to school to eat and play [31].…”

Section: Discussionmentioning

confidence: 99%

Teachers’ Beliefs about Poverty: A Barrier We Must Face

Gomez¹,

González²,

Gutiérrez³

2022

Pedagogy - Challenges, Recent Advances, New Perspectives, and Applications

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The poorest children have the lowest educational results, which the neoliberal model has deepened. The State transferred its responsibility to private and municipalities through supply subsidies, but the amount did not ensure quality. To solve this problem, it provides an additional subsidy for each \"priority\" child, demanding accountability, but with high institutional and individual consequences. But the gap remains, and teachers are held accountable for these low results. The literature shows that teachers hold beliefs that prevent them from dealing constructively with this reality. Beliefs about poverty were investigated by asking 828 teachers from low and lower-middle SES schools with standardized test scores above and below the average of similar schools to point out four characteristics of vulnerable schools. The data were analyzed by means of thematic and semantic field analysis. A shared narrative was found, independent of the type of school, attributing failure to the degraded context that surrounds it, from which the families and children come. Neoliberal policies based on accountability have intensified the work of the teacher and the constant threat has led them to self-defense. There is an urgent need to change the approach if opportunities for the poorest children are to be improved.

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Section: Discussionmentioning

confidence: 99%