"A culpa é sua"

Abstract

O artigo analisa a influência das concepções tradicionais da Psicologia nas falas de educadores e alunos sobre o fracasso escolar na atualidade. Para tanto, faz uma breve revisão da psicometria e da teoria da carência cultural como representantes da concepção ideológica que centra no indivíduo e no "ambiente" as causas do fracasso. Posteriormente, analisa criticamente trechos de entrevistas com educadores e alunos de uma escola pública municipal, ilustrativos da repercussão dessa concepção, em suas diversas nuances, no pensar e fazer pedagógico. Por último, reflete sobre as aproximações e rupturas da Psicologia com a ideologia, apresentando os princípios da Psicologia Histórico-cultural e sua contribuição à compreensão dos fenômenos escolares.

School Failure in the Perception of Adolescents, Parents and Teachers

“…However, it prevailed among adolescents and their parents the accountability of students (Guler, 2013;Oliveira & Macedo, 2011;Osti & Brenelli, 2013) and their family (Mocetti, 2012;Oliveira & Macedo, 2011), which corroborates findings from other studies. Similarly, teachers referred to students and their families, confirming the literature (Asbahr & Lopes, 2006;Bray & Leonardo, 2011;Gomes & Souza, 2009;Hjörne & Säljö, 2014;Kamal & Bener, 2009;Neves & Almeida, 1996), but expanded their understanding, pointing out to institutional and social issues about the context in which the participants were in, which they believed that interfered in the way the system was organized and produced school failure.…”

“…In this sense, different researchers have worked to know the students' vision on the school failure (Farid, 2012;Guler, 2013;Hancer, 2012, Lagana-Riordan et al, 2011Oliveira & Macedo, 2011;Osti & Brenelli, 2013), as well as their family (Chechia & Andrade, 2005;Costa et al, 2010;Marchesi & Lucena, 2004;Martinelli & Aguena, 2011;Neves & Santiago, 2009) or their teachers (Asbahr & Lopes, 2006;Bray & Leonardo, 2011;Gomes & Souza, 2009;Hjörne & Säljö, 2014;Kamal & Bener, 2009). However, there are few studies that investigate and relate all the mentioned systems (Ireland et al, 2007;Marchesi & Lucena, 2004;Neves & Almeida, 1996).…”

“…However, many revealed not knowing what to do so that their children could get a good school performance and were little involved with school issues (Chechia & Andrade, 2005;Costa et al 2010;Lahire, 2004;Neves & Santiago 2009). Teachers, in turn, attributed the school failure, above all, to the students themselves and also their families (Asbahr & Lopes, 2006;Bray & Leonardo, 2011;Gomes & Souza, 2009;Hjörne & Säljö, 2014, Kamal & Bener, 2009Ireland et al, 2007;Neves & Almeida, 1996). Asbahr & Lopes (2006) noted that little did the teachers mention teaching or school work as also responsible for school difficulties.…”

“…Teachers, in turn, attributed the school failure, above all, to the students themselves and also their families (Asbahr & Lopes, 2006;Bray & Leonardo, 2011;Gomes & Souza, 2009;Hjörne & Säljö, 2014, Kamal & Bener, 2009Ireland et al, 2007;Neves & Almeida, 1996). Asbahr & Lopes (2006) noted that little did the teachers mention teaching or school work as also responsible for school difficulties.…”

Dificuldades de Aprendizagem na Infância e o Encaminhamento para Psicoterapia: Um Estudo de Caso

“…Muitas vezes esse encaminhamento o qual não se tem o diagnós-tico concreto, decorre da falta do entendimento de alguns professores sobre as dificuldades de aprendizagem. Nesta perspectiva, vários autores atentam para a necessidade de outras formas de compreensão das dificuldades de escolarização que não sejam as relacionadas com a psicologização ou medicalização da educação (Asbahr & Lopes, 2006;Pezzi et al, 2016;Osti & Brenelli, 2013).…”