Os ciclos do fracasso escolar: concepções e proposições.
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Data
2008-10-03
Autores
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Universidade Federal de Goiás
Resumo
This theoretical study was developed according to the principles of the research field on
cultural and educational processes. It aimed at reviewing the concepts of school failure
present on the academic journal Cadernos de Pesquisa, published by Fundação Carlos
Chagas, since its first issue, released in 1971, up to 2006.
From the Marxian perspective, this work considers school failure a social product inherent
to a society based on antagonistic classes. Through an analysis of themes, and theoretical
and methodological references, it focused on how school failure was treated, based on the
assumption that the concepts exhibited in this journal throughout this period expressed both
comprehension of this subject and intervention processes in it. Despite the fact that in
discussing issues regarding to education, the main concern has been mostly the
fundamental education, the school level officially assured as compulsory and accessible to
every citizen in Brazil. One hundred an ninety six articles which dealt directly or indirectly
with school failure were selected from Cadernos de Pesquisa and analyzed according to a
systematic listing of the documents, following the themes as well as theoretical and
methodological principles predominant in each article. The changes in the concepts of the
expression school failure were described, identifying the main aspects considered as
modalities of culture emphasis: the emphasis on cultural marginalization, in its critical and
propositional approaches; and also the emphasis on cultural diversity. The results revealed
two main trends in the analyzed data: the prominence, present in most of them, of the
relation between school failure and cultural differences, in opposition to the studies which
focus on the relation between school failure and social disparity developed during the
nineteen eighties, the redemocratization period of Brazilian society. The other trend is
related to school management, considered as able to promote some adjustments to the
school dynamics, sometimes based on the culture of school success, focusing on the
students needs and cultural peculiarities. In a context of educational reforms which tend to
cover social disparity for the sake of cultural differences, more subtle forms of justification
for the school failure are possibly being generated
Descrição
Citação
FARIA, Gina Glaydes Guimarães de. The cycles of educational failure: concepts and
propositions.. 2008. 152 f. Tese (Doutorado em Ciências Humanas) - Universidade Federal de Goiás, Goiânia, 2008.