Notas sobre a contribuição da obra de Maria Helena Souza Patto em um Programa de Pós-Graduação em Educação

Abstract

O objetivo deste artigo é apresentar a trajetória de elaboração e implantação de uma disciplina oferecida, a partir do ano de 2009, pelo Programa de Pós-Graduação em Educação (PPGE) da Universidade Federal do Espírito Santo (UFES), intitulada “A Produção do Fracasso Escolar na Obra de Maria Helena Souza Patto” e relatar as contribuições dessa disciplina e da obra da autora na formação de professores e pesquisadores que têm como objeto de estudo o “fracasso escolar” em escolas públicas capixabas e brasileiras. Com esse propósito, apresentamos o contexto do PPGE, a configuração da disciplina oferecida e como a referida obra foi sendo desvelada para o grupo de alunos (mestrandos e doutorandos), assim como os desdobramentos da disciplina no PPGE.

School Failure in the Perception of Adolescents, Parents and Teachers

“…In Brazil, the distortion rates of age-grade/ year (23.6%), failure (10.3%), and school withdrawal (3.1%) in elementary school continue to be significant and worrisome (IBGE, 2010). These data seem to be persistent and inseparable from education history and from the process of education in the country, especially in the popular classes (Bassani & Pinel, 2011;Paula & Tfoni, 2009;Patto, 1990). In addition to education, psychology also is present in this discussion due to a concern about prevention and treatment of children and adolescents who fail at school (Zucoloto & Patto, 2007).…”

“…As Bassani & Pinel (2011) warn, even if psychology emphasize the subjective aspects, this phenomenon needs to be understood from the social structure, as produced by a relationship network including the students themselves, their families and their teachers, because what happens in one of those areas will interfere with or modify the other ones (Bossa, 2002). Thus, the present study aimed to understand the causes and the experience of school failure, understood as the distortion between age and school year (Brazil, 1996(Brazil, , 2010a(Brazil, , 2010b of two or more years of education (SMED-SL, 2012), through the perception of adolescents with a history of school failure, as well as of their parents 1 and teachers.…”