| spelling |
Raquel Martins de Assishttp://lattes.cnpq.br/7757082396773256Cristiane de Freitas Cunha Grillohttp://lattes.cnpq.br/2818324621352788Andréa Chicri Torga Matiassi2023-11-14T10:27:26Z2023-11-14T10:27:26Z2022-08-29http://hdl.handle.net/1843/60935https://orcid.org/0000-0003-1275-9033Esta tese, intitulada Evasão escolar na pandemia da COVID-19: o que os adolescentes nos ensinam, apresenta uma pesquisa sobre a evasão escolar de alunos adolescentes matriculados nos Ensinos Fundamental ou Médio e considerados pelas escolas como alunos que romperam com o processo de escolaridade, levando em conta o ponto de vista do sujeito adolescente e os aspectos de sua subjetividade que puderam ou não ter interferido na evasão. Foi possível verificar, a partir da análise da bibliografia produzida sobre o tema evasão escolar, que fatores internos e externos à escola são apontados como causadores da evasão escolar. Dentre os principais estão: trabalho, para os adolescentes; gravidez, para as adolescentes; desinteresse para adolescentes de ambos os sexos. Alguns estudos enfatizam o problema do fracasso escolar como uma das principais causas da evasão, outros privilegiam o histórico de retenção do aluno. Entretanto, particularidades ligadas à adolescência também são introduzidas como hipóteses fundamentais interferindo na perda observável, nessa época da vida, do interesse pelos estudos. Uma possível ruptura do adolescente com a escola não deve ser analisada desconsiderando a relação do sujeito que evade com a escola. Nesse sentido, visando escutar o que os adolescentes teriam a dizer sobre a evasão escolar, optou-se como metodologia de orientação psicanalítica pelas conversações diagnósticas, utilizadas por pesquisa/intervenção, desenvolvidas pelo Núcleo Interdisciplinar de Pesquisa em Psicanálise e Educação (NIPSE). Foram realizadas conversações com diretoras, coordenadoras, professores e alunos de duas escolas públicas no município de Belo Horizonte. Além das conversações, foram feitas entrevistas com seis adolescentes considerados pela escola como alunos em “situação de evasão”. Com a metodologia de orientação psicanalítica e as contribuições teóricas da psicanálise, pretendeu-se distinguir, dentre as causas apontadas para a evasão escolar, aquelas que indicam a escola como fator principal do fracasso daquelas que remetem a elementos da subjetividade do sujeito adolescente. A pesquisa de campo foi atravessada pela pandemia, o que provocou mudanças nas metodologias utilizadas, uma vez que quase todas as conversações e entrevistas tiveram de ser realizadas de forma remota. As intervenções tornaram possível: a) verificar como a evasão escolar sempre esteve presente nas escolas pesquisadas, mas com a pandemia ela se agravou; b) mostrar como o ensino remoto gerou impasses e o apagamento da figura do professor, afetando gravemente o processo de ensino e aprendizagem; c) aprender com os adolescentes acerca do descompasso produzido entre os discursos dos profissionais da educação e dos próprios adolescentes; d) como o fechamento das escolas, em função da pandemia, proporcionou aos adolescentes retomar a função do professor como Outro, necessário no processo de escolarização e travessia da adolescência.This research entitled "School evasion in the COVID-19 pandemic: what adolescents teach us" presents an investigation into the school evasion (drop-out) of teenagers students, who were in elementary or high school, and were considered by the schools as students who had broken with the schooling process, considering the teenagers' viewpoint as subject and the aspects of his/her subjectivity that may have (or not have) interfered with the evasion. It was possible to verify, from an analysis of the literature produced on the subject of school dropout, that both factors, internal and external to the school, are pointed out as the causes of school dropout. Among the main ones are: work for male adolescents and pregnancy for female adolescents, considering also the lack of interest for both sexes. Some studies emphasize the problem of school failure as one of the main causes of dropping out, while others focus on the student's history of retention. However, the particularities of adolescence are also presented as fundamental hypotheses interfering with the observable loss of interest in studies at this life moment. If there is a possible rupture of the adolescent with school, this should not be analyzed disregarding the relationship of the subject that drops out with school. In this sense, aiming to listen to what the adolescents have to say about school dropout, we opted for a psychoanalytic-oriented methodology, as well as the diagnostic conversations, used by research/intervention, developed by the Interdisciplinary Center for Research in Psychoanalysis and Education (NIPSE). Conversations were conducted with principals, coordinators, teachers, and students at two government schools in the Belo Horizonte city. In addition to the conversations, interviews were conducted with six adolescents considered by the school to be "truant" students. With psychoanalytic methodology and its theoretical contributions, we intended to differentiate, among the causes identified for school dropout, those that show school as the main factor of failure, from those that indicate elements of the subjectivity of the adolescent. The research field took place during the pandemic and was crossed by it, which produced changes in the methodologies used, as almost all conversations and interviews had to be conducted at a distance. The interventions made it possible to: (a) to verify how school dropout had always been present in the schools researched, but with the pandemic it worsened; (b) to show how distance education generated deadlocks and the teacher disappearance as a figurehead, seriously affecting the teaching and learning process; (c) to learn from the adolescents about the mismatch produced between the discourses of education professionals and the adolescents themselves, and (d) how the closure of schools, due to the pandemic, provided adolescents with a return to the role of the teacher as Other, necessary in the process of schooling and crossing of adolescence.porUniversidade Federal de Minas GeraisPrograma de Pós-Graduação em Educação - Conhecimento e Inclusão SocialUFMGBrasilFAE - FACULDADE DE EDUCAÇÃOAdolescênciaEvasão escolarPandemiaEvasão escolar na pandemia da COVID-19: o que os adolescentes nos ensinamSchool evasion in the COVID-19 pandemic: what adolescents teach usinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFMGinstname:Universidade Federal de Minas Gerais (UFMG)instacron:UFMGORIGINALTESE FINAL ANDREA CHICRI TORGA MATIASSI.pdfTESE FINAL ANDREA CHICRI TORGA MATIASSI.pdfapplication/pdf1921970https://repositorio.ufmg.br/bitstream/1843/60935/1/TESE%20FINAL%20ANDREA%20CHICRI%20TORGA%20MATIASSI.pdf7c3d0fa01a2f597903a961511129f7aaMD51LICENSElicense.txtlicense.txttext/plain; charset=utf-82118https://repositorio.ufmg.br/bitstream/1843/60935/2/license.txtcda590c95a0b51b4d15f60c9642ca272MD521843/609352023-11-14 07:27:26.577oai:repositorio.ufmg.br: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ório InstitucionalPUBhttps://repositorio.ufmg.br/oaiopendoar:2023-11-14T10:27:26Repositório Institucional da UFMG - Universidade Federal de Minas Gerais (UFMG)false
|