"Não sou bom de escola, sou bom de coração": significações constituídas por crianças do ensino fundamental a respeito de sua participação no reforço escolar

• Autor(a) principal: Rodrigues, Marina Lara
• Data de Publicação: 2018
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://tede2.pucsp.br/handle/handle/21506
• topic: Significação (Psicologia); Fracasso escolar; Reforço escolar; Meaning (Psychology); School failure; School reinforcement; CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA DO ENSINO E DA APRENDIZAGEM

This research had the objective of identifying the different meanings attributed by elementary school students to the process of school reinforcement. From the theoretical perspective of Socio-Historical Psychology, fundamental concepts of the psychological constitution of the child were raised during the school period, as well as their socialization inside and outside the school. The concepts served as grounds for an interview, applied to two children from private schools in São Paulo. From the answers obtained, a qualitative analysis was carried out, using the theoretical reference of the Meaning Cores, research methodology created by Wanda Maria Junqueira Aguiar and Sergio Ozella (2006; 2013). The analysis allowed a mapping and construction of a panorama of how children perceive and signify the process of school reinforcement, generating important data for parents, teachers and professionals in the area of education and health. From the information found, the adults involved with the child can restructure and orient the process of school reinforcement in a different way, aiming at reducing or eliminating the feelings of exclusion and devaluation that the process can generate in the child