Psicopedagogia e a exclusão escolar: análise através da escala Wechsler de inteligência (WISC)

• Autor(a) principal: Schervenski, Patricia Teixeira Duarte
• Data de Publicação: 2001
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFU
• Texto Completo: https://repositorio.ufu.br/handle/123456789/29830; http://doi.org/10.14393/ufu.di.2001.46
• topic: Psicopedagogia; Avaliação psicométrica; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Psicologia educacional; Wechsler, Escala de inteligência para crianças de

This study aimed at: portraying the historical background of ideological mechanisms present in the Brazilian educational context from 1960 on, period which psychopedagogy appeared; discussing and analysing psychopedagogy evaluation, with emphasis on WISC inteligence test, and within it, the vocabulary subtest; comparing the words of WISC vocabulary subtest, translated by POPOVIC (1964) and of WISC III, translated by FIGUEIREDO (1994), to the words which appear in Portuguese language textbooks, either offered by MEC (Minístry of Education and Culture) or made by the schools themselves. In order to achieve these objectives, we analysed the Portuguese Language textbooks of private and public (municipal and state) schools from Rio Verde, Goiás, Brazil. The public schools use textbooks offered by MEC, while the private one makes its own material for the. Portuguese classes. The study revealed that both the Brasilian educational policies implemented throughout history and one of the alternatives of solution for educational problems, that is, psychopedagogy, hide mechanisms committed to schooling exclusion. The results of research with the vocabulary subtest of WISC (1964) and of WISC III revealed that the texts from the books used in public schools presents at most 60 % of the word of the vocabulary subtest both of WISC (1964) and WISC III. On the other hand, the texts used in the private school present at most 66,6 % the words from both tests. Through the analysis of these data it is possible to state that the action of psychopedagogy in the evaluation of schooling failure of public school students through psychometrical tests, without deep criticai reflection about their suitability, constitute a strong tool to perpetuate social inequality, reproducing and keeping schooling exclusion.