Navegando por Palavras-chave "school failure"

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    Criança em situação de fracasso escolar: diferentes relatos de um caso
    (Universidade Federal de São Paulo (UNIFESP), 2015-09-15) Santos, Jason Gomes Rodrigues [UNIFESP]; Gualtieri, Regina Candida Ellero [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)
    The school as we know today ? a recent phenomenon in the history of humanity and important for the universalization of education ? has guaranteed that increasingly more people could become literate and have access to the set of knowledge that is socially valued. However, since its origin, the school has had to deal with students that do not learn in the expected way and term, and has continuously sought solutions for this problem. In the Brazilian context, in spite of the formulation and implementation of educational policies aimed at dealing with school failure, learning problems persist, together with a strong tendency to deem the student and/or their family responsible for the poor performance. Based on the concepts of ?stigma? formulated by Goffman (2004; 2002; 1974), and ?social representations? by Moscovici (2007), the aim of this research is to analyze what is revealed by school failure when institutional assertions that regard the student as responsible for the failure are confronted with familial assertions that, in a way, point out the child?s potential that is not appraised in the school. The objective was to develop some propositions for a better understanding of the failure issue. For the development of this research, an analysis was conducted on the discourse of educators of a sate school in the city of São Paulo concerning the learning process of one student, who was pointed out by the administrators as what they consider a representation of learning difficulties and inappropriate behavior. Further analysis was conducted on the discourse of the father and the child, a nine-year-old boy in the fourth grade. Data production included interviews, field observation ? in the school and at home. When the discourses were confronted, the observation was that, even though there is potential, abilities and competence for the failing child to overcome this situation, the strength of social representations and stigmas taken in the educational context override the child?s daily history. Not only does this condition suppress the child?s abilities, but it also leads the child to assume the negative character attributed to him.
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    Recuperação intensiva: mecanismo de apoio escolar para superação de defasagens?
    (Universidade Federal de São Paulo (UNIFESP), 2014-09-30) Silveira, Ana Terra Camilo [UNIFESP]; Gualtieri, Regina Candida Ellero Gualtieri [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)
    In this work, we analyze the history of children in the early years of elementary school, according to diagnosis made by teachers, reason why were sent to classes specially organized to promote recovery intensively. We follow the work in one of these recovery classes with the purpose of analyze school careers of children in class of intensive recovery to identify the reasons that sent him to this class and to investigate if and how the intensive recovery plays the role of intensive support to overcome lags. We also seek perceive, if they occur at some level, mechanisms of negative discrimination and know the position of teachers and school managers about the effectiveness of the recovery mechanisms of learning and educational cycles policy with Continuing Progression Process that has been implemented. For this, we follow a class of fifth year of elementary school Intensive Recovery in a public school, located in Guarulhos, and observe your routine for a period of time between March and August of 2013. Moreover we interviewed the teacher who acts in this class and also the coordinator of the school and examined various documents including the monitoring reports of the students, the Writing Probing Portfolio, with records of teacher and institutional documents as the Pedagogical Project of the School, the School Rules and the Management Plan. The data produced were categorized according to Bardin (2010) and analyzed from the viewpoint of Castel studies (2008, 2010) that argues that as positive discrimination policies may become negative, by the stigmatization of beneficiaries. Realized that intensive recovery still needs to change for, in fact, serve as academic support and fulfill the role of overcoming lags.