Concepções de fracasso escolar na produção acadêmica da Educação (2002-2019)

• Autor(a) principal: Oliveira, Francielly Dias Costa
• Data de Publicação: 2021
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFG
• Texto Completo: http://repositorio.bc.ufg.br/tede/handle/tede/11966
• topic: Fracasso escolar; Pesquisa bibliográfica; Escola pública; School failure; Bibliographic research; Public school; CIENCIAS HUMANAS::EDUCACAO

Registered in the line of research Foundations of Educational Processes of the Post-Graduation in Education Program of School of Education at Federal University of Goiás (PPGE/FE/UFG), this paper aims to investigate how the academic production has been discussing the theme of school failure. It’s a bibliographic research, that analyzes of thesis and dissertations selected from the Brazilian Digital Library of Thesis and Dissertations (BDTD), contemplating empirical researches performed in public schools, in the early years of Elementary School, between 2002 and 2019. Based on critical studies regarding social and educational inequalities inherent to a society of antagonistic classes and its developments for the production of school failure, have as main reference the studies of Maria Helena Souza Patto. The results indicate a preocupation regarding the overcoming of school failure from two perspectives: the first one focused on individual issues, referencing Psychology and/or Psychopedagogy authors, and the second one emphasizing the school dynamic, combining Psychology and Sociology authors. However, both perspectives meet when it comes to denouncing the "bad quality" of Brazilian public schools, as well as the tendency to identify the overcoming of school failure in "progressive" educational policies, considering especially the teaching performance. There's an alert to beware of analysis that disregard the contradictory relations between school and a society of antagonistic classes for, the way they are elaborated, the explanations about schooling processes tend to incur, even if indirectly, in two main misconceptions: to contribute to the revival of vastly cricitized explanations such as the "cultural shortage theory" and/or incur in the culpabilization of school for the school failure.