Failured Elementary School children: what they think about their school contexts

Detalhes bibliográficos
Autor(a) principal: Fischer, Gabriela Maia
Data de Publicação: 2016
Outros Autores: Gesser, Veronica
Tipo de documento: Artigo
Idioma: por
Título da fonte: Educação
Texto Completo: https://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/20614
Resumo: This study aimed to investigate on the expectations of children with disapproval history regarding lessons experienced by them in the early grades of Elementary School. The research aimed to identify the meanings of the school context through the voices of children multirepetentes Years of Elementary Education Initials (2 to 4 years). Authors such as Patto (2008), Charlot (2009 and 2000), Vygotsky (1984, 2007); Blacksmith (1996), Lerner (2001), Solé and Coll (2004), Sampaio (2004), Sacristán (2000, 2007), among others, theoretically substantiate this work. For the research, we have the participation of eight children, in two different schools, regularly enrolled in the early grades of elementary school without cognitive impairment with report and contained in their school records at least two years of failure. The data collection procedures was based on field research conducted by two semi-structured individual interviews with each individual participant (Szymanski, 2002; Gaskell, 2010). Interview data were interpreted, discussed and presented from the themes generated in three stages of analysis (LeFreve, A. M. e LeFreve, F. 2005; Flick, 2009). This study showed that certain methodological practices produced on children characteristic meaning of a teaching focused on reproductivist perspective that children under the research prioritizes the volume of contents, copying and does not value the error as an inherent part of learning.
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spelling Failured Elementary School children: what they think about their school contextsNiños multirepetentes de la escuela primaria: lo que piensan acerca de sus contextos escolaresCrianças multirrepetentes do Ensino Fundamental: o que pensam sobre seus contextos escolaresSchool failure. Multifailured children. Teaching methodologies. Elementary School.El fracaso escolar. Niños multirepetentes. Metodologías de enseñanza. La Escuela Primaria.Fracasso escolar. Crianças multirrepetentes. Metodologias de ensino. Ensino Fundamental.This study aimed to investigate on the expectations of children with disapproval history regarding lessons experienced by them in the early grades of Elementary School. The research aimed to identify the meanings of the school context through the voices of children multirepetentes Years of Elementary Education Initials (2 to 4 years). Authors such as Patto (2008), Charlot (2009 and 2000), Vygotsky (1984, 2007); Blacksmith (1996), Lerner (2001), Solé and Coll (2004), Sampaio (2004), Sacristán (2000, 2007), among others, theoretically substantiate this work. For the research, we have the participation of eight children, in two different schools, regularly enrolled in the early grades of elementary school without cognitive impairment with report and contained in their school records at least two years of failure. The data collection procedures was based on field research conducted by two semi-structured individual interviews with each individual participant (Szymanski, 2002; Gaskell, 2010). Interview data were interpreted, discussed and presented from the themes generated in three stages of analysis (LeFreve, A. M. e LeFreve, F. 2005; Flick, 2009). This study showed that certain methodological practices produced on children characteristic meaning of a teaching focused on reproductivist perspective that children under the research prioritizes the volume of contents, copying and does not value the error as an inherent part of learning.Este estudio tuvo como objetivo investigar sobre las expectativas de los niños con respecto a la historia de la desaprobación lecciones experimentadas por ellos en los primeros grados de la escuela primaria. La investigación tuvo como objetivo identificar los significados del contexto escolar a través de las voces de los niños multirepetentes (en los?) años de Educación Primaria iniciales (2 a 4 años). Autores como Patto (2008), Charlot (2009 y 2000), Vygotsky (1984, 2007); Herrero (1996), Lerner (2001), Solé y Coll (2004), Sampaio (2004), Sacristán (2000, 2007), entre otros, en teoría, corroboran este trabajo. Para la investigación, contamos con la participación de ocho hijos, en dos escuelas diferentes, matriculados regularmente en los primeros grados de la escuela primaria sin deterioro cognitivo con el informe, que figura en sus registros de la escuela por lo menos dos años de fracaso. Los procedimientos de recolección de datos se basan en una investigación de campo realizada por dos entrevistas individuales semi-estructuradas con cada participante (Szymanski, 2002; Gaskell, 2010). Datos de las entrevistas fueron interpretados, discutidos y presentados a partir de los temas generados en tres etapas de análisis (LeFreve, A. M. e LeFreve, F., 2005; Flick, 2009). Este estudio mostró que ciertas prácticas metodológicas producidas en los niños el significado característico de una enseñanza centrados en perspectiva reproductivista que los menores de la investigación prioriza el volumen de contenidos, copiar y no valoran el error como parte inherente del aprendizaje.Este trabalho se propôs a investigar as expectativas das crianças com histórico de reprovação em relação a aulas vivenciadas por elas nas séries iniciais do Ensino Fundamental. A pesquisa teve como objetivo identificar os significados do contexto escolar por meio das vozes de crianças multirrepetentes dos anos iniciais do Ensino Fundamental (2º a 4º ano). Autores como Patto (2008), Charlot (2009 e 2000), Vygotsky (1984, 2007); Ferreiro (1996), Lerner (2001), Solé e Coll (2004), Sampaio (2004), Sacristán (2000, 2007), dentre outros, fundamentaram teoricamente este trabalho. Para a realização da pesquisa, contou-se com a participação de oito crianças, de duas escolas distintas, matriculadas regularmente nas séries iniciais do Ensino Fundamental, sem comprometimento cognitivo com laudo, e que continham em seu histórico escolar pelo menos dois anos de reprovação. Os procedimentos de coleta de dados fundamentou-se em pesquisa de campo, desenvolvida por meio de duas entrevistas individuais semiestruturadas com cada sujeito participante (Szymanski, 2002; Gaskell, 2010). E os dados das entrevistas foram interpretados, discutidos e apresentados a partir dos eixos temáticos gerados em três momentos de análise (LeFreve, A. M. e LeFreve , F., 2005; Flick, 2009). O estudo permitiu observar que determinadas práticas metodológicas produziram nas crianças significados característicos de um ensino centrado na perspectiva reprodutivista, que, segundo as crianças da pesquisa, prioriza o volume de conteúdos, a cópia, e não valoriza o erro como parte inerente da aprendizagem.Editora da PUCRS - ediPUCRS2016-09-09info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/2061410.15448/1981-2582.2016.2.20614Educação; Vol. 39 No. 2 (2016); 231-241Educação; Vol. 39 Núm. 2 (2016); 231-241Educação; v. 39 n. 2 (2016); 231-2411981-25820101-465X10.15448/1981-2582.2016.2.reponame:Educaçãoinstname:Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)instacron:PUC_RSporhttps://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/20614/14815Copyright (c) 2016 Educaçãoinfo:eu-repo/semantics/openAccessFischer, Gabriela MaiaGesser, Veronica2016-09-16T19:20:58Zoai:ojs.revistaseletronicas.pucrs.br:article/20614Revistahttps://revistaseletronicas.pucrs.br/ojs/index.php/faced/indexONGhttps://revistaseletronicas.pucrs.br/ojs/index.php/faced/oaieditora.periodicos@pucrs.br||reveduc@pucrs.br1981-25820101-465Xopendoar:2016-09-16T19:20:58Educação - Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)false
dc.title.none.fl_str_mv Failured Elementary School children: what they think about their school contexts
Niños multirepetentes de la escuela primaria: lo que piensan acerca de sus contextos escolares
Crianças multirrepetentes do Ensino Fundamental: o que pensam sobre seus contextos escolares
title Failured Elementary School children: what they think about their school contexts
spellingShingle Failured Elementary School children: what they think about their school contexts
Fischer, Gabriela Maia
School failure. Multifailured children. Teaching methodologies. Elementary School.
El fracaso escolar. Niños multirepetentes. Metodologías de enseñanza. La Escuela Primaria.
Fracasso escolar. Crianças multirrepetentes. Metodologias de ensino. Ensino Fundamental.
title_short Failured Elementary School children: what they think about their school contexts
title_full Failured Elementary School children: what they think about their school contexts
title_fullStr Failured Elementary School children: what they think about their school contexts
title_full_unstemmed Failured Elementary School children: what they think about their school contexts
title_sort Failured Elementary School children: what they think about their school contexts
author Fischer, Gabriela Maia
author_facet Fischer, Gabriela Maia
Gesser, Veronica
author_role author
author2 Gesser, Veronica
author2_role author
dc.contributor.author.fl_str_mv Fischer, Gabriela Maia
Gesser, Veronica
dc.subject.por.fl_str_mv School failure. Multifailured children. Teaching methodologies. Elementary School.
El fracaso escolar. Niños multirepetentes. Metodologías de enseñanza. La Escuela Primaria.
Fracasso escolar. Crianças multirrepetentes. Metodologias de ensino. Ensino Fundamental.
topic School failure. Multifailured children. Teaching methodologies. Elementary School.
El fracaso escolar. Niños multirepetentes. Metodologías de enseñanza. La Escuela Primaria.
Fracasso escolar. Crianças multirrepetentes. Metodologias de ensino. Ensino Fundamental.
description This study aimed to investigate on the expectations of children with disapproval history regarding lessons experienced by them in the early grades of Elementary School. The research aimed to identify the meanings of the school context through the voices of children multirepetentes Years of Elementary Education Initials (2 to 4 years). Authors such as Patto (2008), Charlot (2009 and 2000), Vygotsky (1984, 2007); Blacksmith (1996), Lerner (2001), Solé and Coll (2004), Sampaio (2004), Sacristán (2000, 2007), among others, theoretically substantiate this work. For the research, we have the participation of eight children, in two different schools, regularly enrolled in the early grades of elementary school without cognitive impairment with report and contained in their school records at least two years of failure. The data collection procedures was based on field research conducted by two semi-structured individual interviews with each individual participant (Szymanski, 2002; Gaskell, 2010). Interview data were interpreted, discussed and presented from the themes generated in three stages of analysis (LeFreve, A. M. e LeFreve, F. 2005; Flick, 2009). This study showed that certain methodological practices produced on children characteristic meaning of a teaching focused on reproductivist perspective that children under the research prioritizes the volume of contents, copying and does not value the error as an inherent part of learning.
publishDate 2016
dc.date.none.fl_str_mv 2016-09-09
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
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dc.identifier.uri.fl_str_mv https://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/20614
10.15448/1981-2582.2016.2.20614
url https://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/20614
identifier_str_mv 10.15448/1981-2582.2016.2.20614
dc.language.iso.fl_str_mv por
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dc.relation.none.fl_str_mv https://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/20614/14815
dc.rights.driver.fl_str_mv Copyright (c) 2016 Educação
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2016 Educação
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Editora da PUCRS - ediPUCRS
publisher.none.fl_str_mv Editora da PUCRS - ediPUCRS
dc.source.none.fl_str_mv Educação; Vol. 39 No. 2 (2016); 231-241
Educação; Vol. 39 Núm. 2 (2016); 231-241
Educação; v. 39 n. 2 (2016); 231-241
1981-2582
0101-465X
10.15448/1981-2582.2016.2.
reponame:Educação
instname:Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)
instacron:PUC_RS
instname_str Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)
instacron_str PUC_RS
institution PUC_RS
reponame_str Educação
collection Educação
repository.name.fl_str_mv Educação - Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)
repository.mail.fl_str_mv editora.periodicos@pucrs.br||reveduc@pucrs.br
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