The grade repetition culture in schools in the city of Rio de Janeiro

Detalhes bibliográficos
Autor(a) principal: Earp, Maria de Lourdes Sa
Data de Publicação: 2009
Tipo de documento: Artigo
Título da fonte: Ensaio (Rio de Janeiro. Online)
Texto Completo: https://revistas.cesgranrio.org.br/index.php/ensaio/article/view/564
Resumo: This article is based on a PhD's thesis on the Brazilian education system, that aimed to describe the flunking phenomenon, which is the main impediment to the conclusion of the elementary school in Brazil. For two years a case study was conducted in two public schools in Rio de Janeiro. According to the Brazilian school system culture, teachers do not feel responsible for their students learning and progress. The research showed that this culture can be noticed inside the classrooms, in their own structures, which can be described by the "center-periphery" metaphor. The students whose sits are located in the center of the classroom receive more teaching than the students who sit in the periphery. There are two kinds of "center" students: first, people who have better social condition which contribute to their privileged position in class and second, students with simpler social conditions. Theses students have been chosen to be taught by the teachers according   to the "Pygmalion effect".
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spelling The grade repetition culture in schools in the city of Rio de JaneiroLa cultura de retension en escuelas de la ciudad de Rio de JaneiroA cultura da repetencia em escolas cariocasEscuelas; Suspension; Profesor; CulturaSchool; Grade repetition; Teacher; CultureEscola; Repetencia; Professor; CulturaThis article is based on a PhD's thesis on the Brazilian education system, that aimed to describe the flunking phenomenon, which is the main impediment to the conclusion of the elementary school in Brazil. For two years a case study was conducted in two public schools in Rio de Janeiro. According to the Brazilian school system culture, teachers do not feel responsible for their students learning and progress. The research showed that this culture can be noticed inside the classrooms, in their own structures, which can be described by the "center-periphery" metaphor. The students whose sits are located in the center of the classroom receive more teaching than the students who sit in the periphery. There are two kinds of "center" students: first, people who have better social condition which contribute to their privileged position in class and second, students with simpler social conditions. Theses students have been chosen to be taught by the teachers according   to the "Pygmalion effect".El artículo fue elaborado a partir de una tesis doctoral sobre el sistema de enseñanza, cuyo objetivo era describir el fenomeno de la "repetencia" (retencion), principal impedimento para la universalizacion de la conclusion de la enseñanza fundamental en Brasil. A lo largo de dos años fue realizado un estudio de caso en dos escuelas publicas de la ciudad de Rio de Janeiro, una estatal y otra municipal. Según la cultura brasileña, el profesor no se considera responsable por el aprendizaje y promocion de sus alumnos.  La investigación revelo que esta "cultura" se reproduce en la estructura de la clase, descripta con la metafora "centro-periferia". Los alumnos que estan en el "centro" de la clase reciben mas educacion de los que estan en la "periferia". Hay dos tipos de alumnos "centro": aquellos cuyas condiciones extra escolares contribuyeron para su espacio privilegiado en clase y los estudiantes con condiciones sociales mas simples. De acuerdo con el "efecto Pigmalion" estos son los alumnos elegidos por el profesor para enseñar.Este artigo e baseado em uma tese de doutorado sobre o sistema de ensino cujo objetivo e descrever o fenômeno da "repetencia", principal impedimento para a universalização da conclusao do ensino fundamental no Brasil. Durante dois anos foi realizado um estudo de caso em duas escolas públicas da cidade do Rio de Janeiro, uma municipal e a outra estadual. Segundo a cultura da escola brasileira, o professor nao se ve responsavel pelo aprendizado e promocao de seus alunos. A pesquisa revelou que essa "cultura" se reproduz na propria estrutura da aula: a sala de aula e descrita com a metafora "centro-periferia". Os alunos que ficam no "centro" da sala de aula recebem mais ensino do que os que ficam na "periferia". Ha dois tipos de alunos no "centro": aqueles cujas condicoes extraescolares contribuiram para seu lugar privilegiado na sala de aula e estudantes com condicoes sociais mais simples. De acordo com o "efeito Pigmaliao", tais alunos foram escolhidos para serem ensinados pelo professor.Fundação CesgranrioEarp, Maria de Lourdes Sa2009-10-20info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttps://revistas.cesgranrio.org.br/index.php/ensaio/article/view/564Ensaio: Avaliação e Políticas Públicas em Educação; v. 17, n. 65 (2009): Revista Ensaio - Out./Dez.; 613-6321809-44650104-4036reponame:Ensaio (Rio de Janeiro. Online)instname:Fundação Cesgranrioinstacron:CESGRANRIO-2pt; en; esDireitos autorais 2016 Revista Ensaio: Avaliação e Politicas Públicas em Educaçãohttp://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccess2015-08-14T21:24:22Zoai:ojs.localhost:article/564Revistahttps://revistas.cesgranrio.org.br/index.php/ensaioONGhttps://revistas.cesgranrio.org.br/index.php/ensaio/oaiensaio@cesgranrio.org.br||fatimacunha@cesgranrio.org.br||alan@cesgranrio.org.br1809-44650104-4036opendoar:2015-08-14T21:24:22Ensaio (Rio de Janeiro. Online) - Fundação Cesgranriofalse
dc.title.none.fl_str_mv The grade repetition culture in schools in the city of Rio de Janeiro
La cultura de retension en escuelas de la ciudad de Rio de Janeiro
A cultura da repetencia em escolas cariocas
title The grade repetition culture in schools in the city of Rio de Janeiro
spellingShingle The grade repetition culture in schools in the city of Rio de Janeiro
Earp, Maria de Lourdes Sa
Escuelas; Suspension; Profesor; Cultura
School; Grade repetition; Teacher; Culture
Escola; Repetencia; Professor; Cultura
title_short The grade repetition culture in schools in the city of Rio de Janeiro
title_full The grade repetition culture in schools in the city of Rio de Janeiro
title_fullStr The grade repetition culture in schools in the city of Rio de Janeiro
title_full_unstemmed The grade repetition culture in schools in the city of Rio de Janeiro
title_sort The grade repetition culture in schools in the city of Rio de Janeiro
author Earp, Maria de Lourdes Sa
author_facet Earp, Maria de Lourdes Sa
author_role author
dc.contributor.none.fl_str_mv


dc.contributor.author.fl_str_mv Earp, Maria de Lourdes Sa
dc.subject.none.fl_str_mv
dc.subject.por.fl_str_mv Escuelas; Suspension; Profesor; Cultura
School; Grade repetition; Teacher; Culture
Escola; Repetencia; Professor; Cultura
topic Escuelas; Suspension; Profesor; Cultura
School; Grade repetition; Teacher; Culture
Escola; Repetencia; Professor; Cultura
description This article is based on a PhD's thesis on the Brazilian education system, that aimed to describe the flunking phenomenon, which is the main impediment to the conclusion of the elementary school in Brazil. For two years a case study was conducted in two public schools in Rio de Janeiro. According to the Brazilian school system culture, teachers do not feel responsible for their students learning and progress. The research showed that this culture can be noticed inside the classrooms, in their own structures, which can be described by the "center-periphery" metaphor. The students whose sits are located in the center of the classroom receive more teaching than the students who sit in the periphery. There are two kinds of "center" students: first, people who have better social condition which contribute to their privileged position in class and second, students with simpler social conditions. Theses students have been chosen to be taught by the teachers according   to the "Pygmalion effect".
publishDate 2009
dc.date.none.fl_str_mv 2009-10-20
dc.type.none.fl_str_mv
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://revistas.cesgranrio.org.br/index.php/ensaio/article/view/564
url https://revistas.cesgranrio.org.br/index.php/ensaio/article/view/564
dc.language.iso.fl_str_mv pt; en; es
language_invalid_str_mv pt; en; es
dc.rights.driver.fl_str_mv Direitos autorais 2016 Revista Ensaio: Avaliação e Politicas Públicas em Educação
http://creativecommons.org/licenses/by-nc/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Direitos autorais 2016 Revista Ensaio: Avaliação e Politicas Públicas em Educação
http://creativecommons.org/licenses/by-nc/4.0
eu_rights_str_mv openAccess
dc.coverage.none.fl_str_mv








dc.publisher.none.fl_str_mv Fundação Cesgranrio
publisher.none.fl_str_mv Fundação Cesgranrio
dc.source.none.fl_str_mv Ensaio: Avaliação e Políticas Públicas em Educação; v. 17, n. 65 (2009): Revista Ensaio - Out./Dez.; 613-632
1809-4465
0104-4036
reponame:Ensaio (Rio de Janeiro. Online)
instname:Fundação Cesgranrio
instacron:CESGRANRIO-2
instname_str Fundação Cesgranrio
instacron_str CESGRANRIO-2
institution CESGRANRIO-2
reponame_str Ensaio (Rio de Janeiro. Online)
collection Ensaio (Rio de Janeiro. Online)
repository.name.fl_str_mv Ensaio (Rio de Janeiro. Online) - Fundação Cesgranrio
repository.mail.fl_str_mv ensaio@cesgranrio.org.br||fatimacunha@cesgranrio.org.br||alan@cesgranrio.org.br
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