Students at risk and prevention

Detalhes bibliográficos
Autor(a) principal: Caliman, Geraldo
Data de Publicação: 2006
Tipo de documento: Artigo
Título da fonte: Ensaio (Rio de Janeiro. Online)
Texto Completo: https://revistas.cesgranrio.org.br/index.php/ensaio/article/view/595
Resumo: Elementary education, in Brazil and in other countries, is continually being reformed. The historic passage from a school for the elite to a school for the masses coincides with a period in which the child comes to be seen as a citizen endowed with rights. The article shows how the student body in our time consists of children and adolescents of different social origins. Each has a life history which, for some, is "normal," but for others is characterized by a great variety of situations of social risk, marked by failure, disadvantages, malaise and suffering. At it is impossible to keep the social context from invading the classroom, there is a need to ponder the requirements and rights of a range of students in situations of disadvantage and social risk, difficulties in school achievement, difficulties related to expressions of hostility, difficulties in adaptation to the role of student and difficulties relative to social interaction. The article also shows how, in recent history, interpretation of the relationship between conditions of social disadvantage and instruction has been based on different hypotheses. Each of these hypotheses (socio-cultural disadvantage as diversity of talents, as a natural handicap or as a disadvantage of the structural type; disadvantages due to qualitative-organizational characteristics of the school, the school's incapacity to provide adequate teaching or a damaged teacher-student relationship) has, in the post-war period, adopted different models for facing the situation.
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spelling Students at risk and preventionEstudiantes en situacion de riesgo y prevencionEstudantes em situação de risco e prevencaoRiesgo social; Reforma de la Escuela; Derechos del niño; Exclusion social; Responsabilidad socialSocial risk; School reform; Children's right; Social exclusion; Social responsabilityRisco social; Reforma da escola; Direitos da infância; Exclusao social; Responsabilidade socialElementary education, in Brazil and in other countries, is continually being reformed. The historic passage from a school for the elite to a school for the masses coincides with a period in which the child comes to be seen as a citizen endowed with rights. The article shows how the student body in our time consists of children and adolescents of different social origins. Each has a life history which, for some, is "normal," but for others is characterized by a great variety of situations of social risk, marked by failure, disadvantages, malaise and suffering. At it is impossible to keep the social context from invading the classroom, there is a need to ponder the requirements and rights of a range of students in situations of disadvantage and social risk, difficulties in school achievement, difficulties related to expressions of hostility, difficulties in adaptation to the role of student and difficulties relative to social interaction. The article also shows how, in recent history, interpretation of the relationship between conditions of social disadvantage and instruction has been based on different hypotheses. Each of these hypotheses (socio-cultural disadvantage as diversity of talents, as a natural handicap or as a disadvantage of the structural type; disadvantages due to qualitative-organizational characteristics of the school, the school's incapacity to provide adequate teaching or a damaged teacher-student relationship) has, in the post-war period, adopted different models for facing the situation.La escuela primaria, sea en Brasil o en otros paises, pasa por continuas reformas. Su historica transformacion de institucion de elite en institucion de masa ocurrio al mismo tiempo que el niño paso a ser concebido como un ciudadano titular de derechos. Este trabajo destaca que los alumnos y estudiantes de nuestro tiempo son niños y adolescentes de origenes sociales heterogeneas. Cada uno de ellos tiene su propia historia de vida que, para unos, puede ser considerada "normal", pero, para otros, es marcada por una diversidad de situaciones de riesgo social, fracaso, desventajas, malestar y sufrimientos de los mas diferentes generos. Como es imposible impedir que la situacion social involucre e influya sobre las aulas, es necesario considerar necesidades y derechos de un amplio abanico de estudiantes en situacion desfavorable y de riesgo social, con dificultades en el rendimiento escolar, dificultades relativas a manifestaciones de hostilidad (bullying), dificultades de adaptacion al rol de estudiante y a la interaccion social. Este trabajo tambien indica como, en la historia reciente, la interpretacion de la relacion entre condiciones de desventaja social y escolarizacion se basa en diferentes hipotesis. Cada una de estas hipotesis (la desventaja sociocultural como diversidad de talentos, como deficiencia natural, la desventaja de tipo estructural, las desventajas debidas a caracteristicas de caracter cualitativo-organizativo de la escuela, como la incapacidad de la escuela de ofrecer enseñanza adecuada, como una relacion dañada entre profesor y estudiante) a partir del post-guerra adopto diversos modelos de respuesta.A escola fundamental, seja ela no Brasil como no exterior, passa por constantes reformas. A historica passagem de uma escola de elite para uma escola de massa coincide com o periodo em que a crianca passa a ser reconhecida como pessoa, sujeito de direitos e cidada. O artigo mostra como quem freqüenta a escola nos nossos tempos sao criancas e adolescentes de extracoes sociais diversas, cada um deles com uma historia pessoal que para alguns e regular, mas para outros e caracterizada por situacoes de risco, marcada por fracassos, desvantagens, mal-estar e sofrimentos dos mais diferentes tipos. Visto que e impossivel impedir que a realidade contextual envolva as salas de aula, considera-se a urgencia de ponderar necessidades e direitos de uma gama de estudantes em situação de desvantagem e risco social cuja principal variavel refere-se à desigualdade social e desemboca em inúmeras dificuldades como: baixo rendimento escolar, manifestacoes de hostilidade (bullying), adaptação ao proprio papel de estudante e interação social. O artigo mostra tambem como, na historia recente, a interpretação da relação entre condicoes de desvantagem social e instrução baseou-se em diferentes hipoteses. Cada uma dessas hipoteses - a desvantagem sociocultural como diversidade de talentos, como handicap natural, a desvantagem de tipo estrutural, as desvantagens devidas a caracteristicas de ordem qualitativo-organizacional da escola, como incapacidade da escola de fornecer um ensino adequado, como relação prejudicada entre professor aluno - a partir do periodo pos-guerra, adotou diferentes modelos de enfrentamento.Fundação CesgranrioCaliman, Geraldo2006-07-20info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttps://revistas.cesgranrio.org.br/index.php/ensaio/article/view/595Ensaio: Avaliação e Políticas Públicas em Educação; v. 14, n. 52 (2006): Revista Ensaio - Jul./Set.; 383-3961809-44650104-4036reponame: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/openAccess2020-02-19T13:50:05Zoai:ojs.localhost:article/595Revistahttps://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:2020-02-19T13:50:05Ensaio (Rio de Janeiro. Online) - Fundação Cesgranriofalse
dc.title.none.fl_str_mv Students at risk and prevention
Estudiantes en situacion de riesgo y prevencion
Estudantes em situação de risco e prevencao
title Students at risk and prevention
spellingShingle Students at risk and prevention
Caliman, Geraldo
Riesgo social; Reforma de la Escuela; Derechos del niño; Exclusion social; Responsabilidad social
Social risk; School reform; Children's right; Social exclusion; Social responsability
Risco social; Reforma da escola; Direitos da infância; Exclusao social; Responsabilidade social
title_short Students at risk and prevention
title_full Students at risk and prevention
title_fullStr Students at risk and prevention
title_full_unstemmed Students at risk and prevention
title_sort Students at risk and prevention
author Caliman, Geraldo
author_facet Caliman, Geraldo
author_role author
dc.contributor.none.fl_str_mv


dc.contributor.author.fl_str_mv Caliman, Geraldo
dc.subject.none.fl_str_mv
dc.subject.por.fl_str_mv Riesgo social; Reforma de la Escuela; Derechos del niño; Exclusion social; Responsabilidad social
Social risk; School reform; Children's right; Social exclusion; Social responsability
Risco social; Reforma da escola; Direitos da infância; Exclusao social; Responsabilidade social
topic Riesgo social; Reforma de la Escuela; Derechos del niño; Exclusion social; Responsabilidad social
Social risk; School reform; Children's right; Social exclusion; Social responsability
Risco social; Reforma da escola; Direitos da infância; Exclusao social; Responsabilidade social
description Elementary education, in Brazil and in other countries, is continually being reformed. The historic passage from a school for the elite to a school for the masses coincides with a period in which the child comes to be seen as a citizen endowed with rights. The article shows how the student body in our time consists of children and adolescents of different social origins. Each has a life history which, for some, is "normal," but for others is characterized by a great variety of situations of social risk, marked by failure, disadvantages, malaise and suffering. At it is impossible to keep the social context from invading the classroom, there is a need to ponder the requirements and rights of a range of students in situations of disadvantage and social risk, difficulties in school achievement, difficulties related to expressions of hostility, difficulties in adaptation to the role of student and difficulties relative to social interaction. The article also shows how, in recent history, interpretation of the relationship between conditions of social disadvantage and instruction has been based on different hypotheses. Each of these hypotheses (socio-cultural disadvantage as diversity of talents, as a natural handicap or as a disadvantage of the structural type; disadvantages due to qualitative-organizational characteristics of the school, the school's incapacity to provide adequate teaching or a damaged teacher-student relationship) has, in the post-war period, adopted different models for facing the situation.
publishDate 2006
dc.date.none.fl_str_mv 2006-07-20
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dc.identifier.uri.fl_str_mv https://revistas.cesgranrio.org.br/index.php/ensaio/article/view/595
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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
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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. 14, n. 52 (2006): Revista Ensaio - Jul./Set.; 383-396
1809-4465
0104-4036
reponame:Ensaio (Rio de Janeiro. Online)
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