Alunos com baixo desempenho escolar no Ensino Fundamental I: análise das condições de enfrentamento de adversidades

Detalhes bibliográficos
Autor(a) principal: Moreira-Malagolli, Gabriela Maffei [UNESP]
Data de Publicação: 2014
Tipo de documento: Tese
Idioma: por
Título da fonte: Repositório Institucional da UNESP
Texto Completo: http://hdl.handle.net/11449/123366
http://www.athena.biblioteca.unesp.br/exlibris/bd/cathedra/27-04-2015/000823875.pdf
Resumo: Backed by bio-ecological perspective of human development, the research investigates the conditions of coping adversity of children with poor school performance. A longitudinal study with 4 teachers, 23 parents and 20 children was conducted in a period of two years following students who were in the 2nd year and later went to the 3rd year. The data collection instruments used with students were: TDE, Reading Survey, writing and mathematical logical reasoning, EOCA, CATS scale and the Individual Performance Sheet. With parents used the RAF and EEA. With all participants we used semi-structured interviews with. Students were selected who identified themselves as inferior in the SPT and since then, has organized three different groups: G1 (medium), G2 (lower middle) and G3 (lower). It was noted that the students of the G1, were children engaged in reading when they are not in school. Demonstrated alphabetical match in the second year and showed no problems with mathematics in the third year. Like school and have referred to as a space to play. In the classroom, said they talk a lot, but they have learned. Data from teachers confirmed this fact. Mothers showed no school complaints. Among the students of G2, most have the habit of reading when they are not in school. Despite all reach the alphabetic hypothesis in the second year, the problems with mathematics persisted until the third year. School, made references to the room and extra class activities, friends and games. Said they could learn, but one child. As for the parents, all were satisfied with the school, but three reported that already had wanted to enroll their children in private schools. Just as children of the G1, the G2 showed no difficulties in social competence. G3 children have few books at home. These are children who do not have the habit of reading when they are not in school. Two children reached the alphabetic hypothesis in the second year, three in the third year and ...
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spelling Alunos com baixo desempenho escolar no Ensino Fundamental I: análise das condições de enfrentamento de adversidadesStudents with poor academic performance in elementary school: analysis of adversity coping conditionsEducaçãoDesempenho nas criançasEnsino fundamentalBaixo rendimento escolarEducacionBacked by bio-ecological perspective of human development, the research investigates the conditions of coping adversity of children with poor school performance. A longitudinal study with 4 teachers, 23 parents and 20 children was conducted in a period of two years following students who were in the 2nd year and later went to the 3rd year. The data collection instruments used with students were: TDE, Reading Survey, writing and mathematical logical reasoning, EOCA, CATS scale and the Individual Performance Sheet. With parents used the RAF and EEA. With all participants we used semi-structured interviews with. Students were selected who identified themselves as inferior in the SPT and since then, has organized three different groups: G1 (medium), G2 (lower middle) and G3 (lower). It was noted that the students of the G1, were children engaged in reading when they are not in school. Demonstrated alphabetical match in the second year and showed no problems with mathematics in the third year. Like school and have referred to as a space to play. In the classroom, said they talk a lot, but they have learned. Data from teachers confirmed this fact. Mothers showed no school complaints. Among the students of G2, most have the habit of reading when they are not in school. Despite all reach the alphabetic hypothesis in the second year, the problems with mathematics persisted until the third year. School, made references to the room and extra class activities, friends and games. Said they could learn, but one child. As for the parents, all were satisfied with the school, but three reported that already had wanted to enroll their children in private schools. Just as children of the G1, the G2 showed no difficulties in social competence. G3 children have few books at home. These are children who do not have the habit of reading when they are not in school. Two children reached the alphabetic hypothesis in the second year, three in the third year and ...Respaldada pela perspectiva bioecológica de desenvolvimento humano, a pesquisa investiga as condições de enfrentamento de adversidades de crianças com baixo desempenho escolar. Foi realizado um estudo longitudinal com 4 professoras, 23 pais e 20 crianças em um período de dois anos, acompanhando os alunos que estavam no 2° ano e que posteriormente foram para o 3° ano. Os instrumentos de coleta de dados utilizados com os alunos foram: TDE, Sondagem de leitura, escrita e raciocínio lógico matemático, EOCA, escala CATS e a Ficha Individual de Desempenho. Com os pais utilizou-se o RAF e o EEA. Com todos os participantes utilizou-se entrevistas com roteiro semiestruturado. Foram selecionados os alunos que se classificaram como inferior no TDE e a partir de então, organizou-se três grupos diferentes: G1(médio), G2 (médio inferior) e G3 (inferior). Notou-se que os alunos do G1, eram crianças que se dedicam à leitura quando não estão na escola. Demonstraram correspondência alfabética no segundo ano e não evidenciaram problemas com a matemática no terceiro ano. Gostam da escola e a referenciaram como um espaço para brincar. Na sala de aula, disseram que conversam muito, mas que aprenderam. Os dados das professoras confirmaram esse fato. As mães não evidenciaram reclamações da escola. Entre os alunos do G2, a maioria tem o hábito de ler quando não estão na escola. Apesar de todas alcançarem a hipótese alfabética no segundo ano, os problemas com a matemática persistiram até o terceiro ano. Sobre a escola, fizeram referências às atividades da sala e extra classe, aos amigos e brincadeiras. Disseram que conseguiram aprender, com exceção de uma criança. Quanto aos pais, todos se mostraram satisfeitos com a escola, mas três relataram que já tiveram vontade de matricular os filhos em escolas particulares. Assim como as crianças do G1, as do G2 não evidenciaram dificuldades quanto à competência social. As crianças ...Universidade Estadual Paulista (Unesp)Sigolo, Silvia Regina Ricco Lucato [UNESP]Universidade Estadual Paulista (Unesp)Moreira-Malagolli, Gabriela Maffei [UNESP]2015-05-14T16:53:27Z2015-05-14T16:53:27Z2014-11-25info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesis254 f. : il.application/pdfMOREIRA-MALAGOLLI, Gabriela Maffei. Alunos com baixo desempenho escolar no Ensino Fundamental I: análise das condições de enfrentamento de adversidades. 2014. 254 f. Tese (Doutorado) - Universidade Estadual Paulista Júlio de Mesquita Filho, Faculdade de Ciencias e Letras (Campus de Araraquara), 2014.http://hdl.handle.net/11449/123366000823875http://www.athena.biblioteca.unesp.br/exlibris/bd/cathedra/27-04-2015/000823875.pdf33004030079P2Alephreponame:Repositório Institucional da UNESPinstname:Universidade Estadual Paulista (UNESP)instacron:UNESPporinfo:eu-repo/semantics/openAccess2024-06-12T14:09:37Zoai:repositorio.unesp.br:11449/123366Repositório InstitucionalPUBhttp://repositorio.unesp.br/oai/requestopendoar:29462024-08-05T17:53:16.375058Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP)false
dc.title.none.fl_str_mv Alunos com baixo desempenho escolar no Ensino Fundamental I: análise das condições de enfrentamento de adversidades
Students with poor academic performance in elementary school: analysis of adversity coping conditions
title Alunos com baixo desempenho escolar no Ensino Fundamental I: análise das condições de enfrentamento de adversidades
spellingShingle Alunos com baixo desempenho escolar no Ensino Fundamental I: análise das condições de enfrentamento de adversidades
Moreira-Malagolli, Gabriela Maffei [UNESP]
Educação
Desempenho nas crianças
Ensino fundamental
Baixo rendimento escolar
Educacion
title_short Alunos com baixo desempenho escolar no Ensino Fundamental I: análise das condições de enfrentamento de adversidades
title_full Alunos com baixo desempenho escolar no Ensino Fundamental I: análise das condições de enfrentamento de adversidades
title_fullStr Alunos com baixo desempenho escolar no Ensino Fundamental I: análise das condições de enfrentamento de adversidades
title_full_unstemmed Alunos com baixo desempenho escolar no Ensino Fundamental I: análise das condições de enfrentamento de adversidades
title_sort Alunos com baixo desempenho escolar no Ensino Fundamental I: análise das condições de enfrentamento de adversidades
author Moreira-Malagolli, Gabriela Maffei [UNESP]
author_facet Moreira-Malagolli, Gabriela Maffei [UNESP]
author_role author
dc.contributor.none.fl_str_mv Sigolo, Silvia Regina Ricco Lucato [UNESP]
Universidade Estadual Paulista (Unesp)
dc.contributor.author.fl_str_mv Moreira-Malagolli, Gabriela Maffei [UNESP]
dc.subject.por.fl_str_mv Educação
Desempenho nas crianças
Ensino fundamental
Baixo rendimento escolar
Educacion
topic Educação
Desempenho nas crianças
Ensino fundamental
Baixo rendimento escolar
Educacion
description Backed by bio-ecological perspective of human development, the research investigates the conditions of coping adversity of children with poor school performance. A longitudinal study with 4 teachers, 23 parents and 20 children was conducted in a period of two years following students who were in the 2nd year and later went to the 3rd year. The data collection instruments used with students were: TDE, Reading Survey, writing and mathematical logical reasoning, EOCA, CATS scale and the Individual Performance Sheet. With parents used the RAF and EEA. With all participants we used semi-structured interviews with. Students were selected who identified themselves as inferior in the SPT and since then, has organized three different groups: G1 (medium), G2 (lower middle) and G3 (lower). It was noted that the students of the G1, were children engaged in reading when they are not in school. Demonstrated alphabetical match in the second year and showed no problems with mathematics in the third year. Like school and have referred to as a space to play. In the classroom, said they talk a lot, but they have learned. Data from teachers confirmed this fact. Mothers showed no school complaints. Among the students of G2, most have the habit of reading when they are not in school. Despite all reach the alphabetic hypothesis in the second year, the problems with mathematics persisted until the third year. School, made references to the room and extra class activities, friends and games. Said they could learn, but one child. As for the parents, all were satisfied with the school, but three reported that already had wanted to enroll their children in private schools. Just as children of the G1, the G2 showed no difficulties in social competence. G3 children have few books at home. These are children who do not have the habit of reading when they are not in school. Two children reached the alphabetic hypothesis in the second year, three in the third year and ...
publishDate 2014
dc.date.none.fl_str_mv 2014-11-25
2015-05-14T16:53:27Z
2015-05-14T16:53:27Z
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/doctoralThesis
format doctoralThesis
status_str publishedVersion
dc.identifier.uri.fl_str_mv MOREIRA-MALAGOLLI, Gabriela Maffei. Alunos com baixo desempenho escolar no Ensino Fundamental I: análise das condições de enfrentamento de adversidades. 2014. 254 f. Tese (Doutorado) - Universidade Estadual Paulista Júlio de Mesquita Filho, Faculdade de Ciencias e Letras (Campus de Araraquara), 2014.
http://hdl.handle.net/11449/123366
000823875
http://www.athena.biblioteca.unesp.br/exlibris/bd/cathedra/27-04-2015/000823875.pdf
33004030079P2
identifier_str_mv MOREIRA-MALAGOLLI, Gabriela Maffei. Alunos com baixo desempenho escolar no Ensino Fundamental I: análise das condições de enfrentamento de adversidades. 2014. 254 f. Tese (Doutorado) - Universidade Estadual Paulista Júlio de Mesquita Filho, Faculdade de Ciencias e Letras (Campus de Araraquara), 2014.
000823875
33004030079P2
url http://hdl.handle.net/11449/123366
http://www.athena.biblioteca.unesp.br/exlibris/bd/cathedra/27-04-2015/000823875.pdf
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publisher.none.fl_str_mv Universidade Estadual Paulista (Unesp)
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