Concepções de fracasso escolar: um estudo com professores das cinco regiões brasileiras

Abstract

This study aims to identify the conceptions of elementary school teachers and average public school about school failure. The participants were 563 teachers with ages ranging 19-66 years (M = 34.2 SD = 9.23) in different regions. It was a quantitative and qualitative research, ex post facto that used cross-sectional data. It included structured interviews and demographic partners questionnaires were analyzed by Iramuteq software, and seized the conceptions of teachers in lexical proximity class. The results showed four classes in the textual corpus, which follow in order of most representative of the discourse on the design of school failure: disrespect to the singularities of students in school, 30.24%; inability of the student, 24.7%; disinterest of the teacher and the student and lack of family support, 22.73%; and product of multiple internal and external factors to school, 22.33%. Thus, it is noted that the conceptions obtained in this study indicate the naturalizing concepts of school failure, with significant culpabilizadora trend of students and their families, turning to pathologizing ways to understand the student in school experience, disregarding the teaching mishaps and the historical-cultural context as failure production territory.