Concepções de fracasso escolar: de percepções fragmentadas à percepção complexa

• Autor(a) principal: Angelo, Rejane Campilongo
• Data de Publicação: 2009
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da Uninove
• Texto Completo: http://bibliotecatede.uninove.br/tede/handle/tede/392
• topic: Educação; Complexidade; Fracasso escolar; Education; Complexity; Failure at school; CIENCIAS HUMANAS::EDUCACAO

This study aims at identifying, discussing and problematizing the diverse forms of perceiving education failure, expressed in education literature. The hypothesis here proposed is that there is a tendency in studying the phenomenon from fragmented, reduccionist and one-dimensional conceptions. Searching the motivations for that, it was carried out, at first, a bibliographical revision on the theme. Secondly, it was outlined the analysis of theses and dissertations dealing with the theme, produced by programs of post-graduation in education and psychology by universities located in São Paulo city, between the years of 1991 and 2007. This research has as a reference the Theory of Complexity, and is based on its principles for understanding school failure, in order to interpret the selected works and to put forward the facing of such phenomenon by means of the reform of thought, aiming at integrating forms of knowledge, among which, science and philosophy. The analysis provided a distinction between the conceptions of failure at school founded on psychological, institutional and political aspects. The results show that, in the process of cutting out the object and studying one of the parts of the phenomenon, they take it for universal, what reduces the discussion. Such studies center the questions at times on the teachers lack of knowledge, at times on the interpersonal relations difficulties between those professionals and students, or on the lack of quality of public policies, as well as on the power relations that take place on school structures. In the selected researches, such aspects are untied from their contexts and the conceptions of failure at school presented seem to be based on a simplifying paradigm. However, the diverse lines have been valued and there was a search in articulating the directions suggested by the different authors. This research is based, as well, on a complex ethics which sets it in opposition to the different forms of reflecting on failure at school.