O sucesso escolar e o ensino de nove anos: um estudo exploratório

• Ano de defesa: 2014
• Autor(a) principal: Mocelin, Valéria Lucarelli
• Orientador(a): Dias, Elaine Teresinha Dal Mas
• Banca de defesa: Almeida, Cleide Rita Silvério de , Altarugio, Maisa Helena
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Nove de Julho
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Educação
• País: BR
• Palavras-chave em Português: sucesso escolar; ensino de nove anos; complexidade
• Palavras-chave em Inglês: school success; nine years education; complexity
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://bibliotecatede.uninove.br/tede/handle/tede/563

School success is understood as a social product promoted by conceptions and beliefs shared by students, parents and teachers. Current educational literature professes that school success experiences are related to cognitive factors, student effort and attitude, ease at task execution, and influences by teachers and other people like the student s family. Since the start of the nine years fundamental education, the concepts of success and good performance in the first school year seem to spark troubles and discussions among educators. Therefore, this study has by object the school success of children in the first year of Fundamental Education after the nine years change, intending to identify and analyse the teachers understanding about the change from eight to nine years and about the performance of students subjected to early education and their perceptions about the performance differences between younger and older children during the first school year. A review of specialized publications was also done to evaluate if there are differences between public and private schools in educational achievement goals in the first school year. Six semistructured interviews were performed and the analysis of the transcripts showed common themes, that were analysed using tools of the Edgar Morin s Complex Thinking Theory, like the dialogic, recursive and hologramatic operators and the imaginary complexes. This study showed significant differences in the perceptions of school success between private and public school teachers. It was observed that achievement goals and the interpretation of law 11274 at each institution influence the perception of school success. It was also observed that first year achievement goals were more uniform among public schools than among private schools. Nine years fundamental education is a move forward in Brazilian education, nevertheless it is necessary to perform several corrections, increasing the available resources and improving parents and teachers awareness.