Sentimentos de quem fracassa na escola: análise das representações de alunos com dificuldades de aprendizagem

Abstract

ResumoEsta pesquisa teve por objetivo verificar as percepções de estudantes com dificuldades de aprendizagem sobre si mesmo e analisar quais são suas representações a respeito dos juízos que seus professores teriam deles. Participaram do estudo 20 alunos do ensino fundamental com insuficiente desempenho acadêmico, de ambos os sexos, de uma escola pública municipal do interior do Estado de São Paulo. Foi realizada uma entrevista semiestruturada contendo dez questões. Os dados foram transcritos e tratados por meio da análise de conteúdo sendo descritos em relação a sua frequência absoluta (N) e relativa (%). Os resultados indicaram que os alunos acreditam que seu professor tem uma representação negativa sobre eles, bem como nutrem baixas expectativas sobre seu desempenho e progresso acadêmico. O estudo aponta para a necessidade de considerar as relações sociais estabelecidas na escola e promover reflexão sobre a importância dessas relações no contexto do processo ensino-aprendizagem. Palavras-chave: Afetividade; Fracasso escolar; Desempenho Acadêmico. Feelings of those who fail in school: an analysis of representations of students with learning difficulties AbstractThis research aimed to examine the perceptions of students with learning about themselves and to analyze what their representations are about the judgments that their teachers have of them. The subjects of this study were twenty elementary school students with low academic achievement, of both sexes, from a municipal public school in the State of São Paulo in Brazil. A semi-structured interview containing ten questions was performed. Data was transcribed and processed through content analysis and described in relation to its absolute (N) and relative (%) frequencies. The results indicated that the students believe that their teacher has a negative representation of them, as well as nourish low expectations about their performance and academic progress. The study points to the need to consider social relationships established at school and to promote reflection on the importance of these relationships in the teachinglearning process. Keywords: Affection; School failure; Academic performance. Sentimientos de quien fracasa en la escuela: análisis de las representaciones de alumnos con dificultades de aprendizajeResumen Esta investigación tuvo por objetivo verificar las percepciones de los estudiantes con dificultades de aprendizaje sobre sí mismos y analizar cuáles son sus representaciones por lo que respeta a los juicios que sus profesores tendrían de ellos. Participaron del estudio 20 alumnos de la educación primaria con desempeño académico insuficiente, de ambos sexos, de una escuela pública del interior del Estado de São Paulo. Se llevó a cabo una entrevista semiestructurada con diez preguntas que se realizó individualmente en la propia escuela, en espacio reservado. Las preguntas se hicieron oralmente y se grabaron las respuestas. Los datos fueron transcritos y tratados por medio del análisis de contenido, siendo transformados, a través del recorte, d...

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.…”

“…They also referred to the lack of motivation to continue studying and the feelings of futility and waste, in addition to the stigma of dumb, which corroborates the idea of Bossa (2002) about the suffering generated by the school failure. Similarly, the devaluation and guilt feelings were prevalent, confirming data from Osti & Brenelli (2013), which highlighted the sense of disbelief among the students, which nourishes low expectations about their performance and academic progress. Such aspect could be observed in one of the groups of adolescents, most of whom remained apathetic and silent when they were invited to take a break.…”

“…Such aspects have also been singled out as the cause of failure by students participating in the study of Ireland et al (2007). Affectivity in teacher-student relationships was also recognized as important in the teaching-learning process, which is pointed out in the literature as a protective factor for failure (Nunes, Pontes, Silva, & Dell'Aglio, 2014;Osti & Brenelli, 2013). In this sense, Osti & Brenelli (2013) highlighted that often school failure stems from the pedagogical practice, from the methodology and from the teacher-student relationship, but they warn that they cannot be restricted to these.…”

“…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).…”

“…The studies which sought to understand the students' perceptions highlighted that it is common the expression of feelings of guilt and accountability for school failure (Almeida, Miranda, & Guisande, 2008;Farid, 2012;Martini & Del Prette, 2005;Oliveira & Macedo, 2011;Osti & Brenelli, 2013). Similarly, the parents related the successive school failures with lack of school motivation and maturity of their children, also pointing to the structure and functioning of the education system (Marchesi & Lucena, 2004;Neves & Almeida, 1996).…”