Revisitando o fracasso escolar através das histórias de vida

• Ano de defesa: 1997
• Autor(a) principal: Pepato, Sônia Aparecida Alvares de Oliveira
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; Brasil; Programa de Pós-graduação em Educação
• Palavras-chave em Português: Fracasso escolar; Histórias de vida; School failure; Life stories; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Educação
• Link de acesso: https://repositorio.ufu.br/handle/123456789/29666; http://doi.org/10.14393/ufu.di.1997.16

Revisiting school failure through life stories, is a work that to offer itself to investigate the school failure phenomenon in the initial series of basic education, under ten adult ex- students point of view that went through this experience. One can pretend to seize about dimension of challenges and possibilities that to impose themselves over concrete reality of individuals and the schooling(deschooling), as versions pointed by them to explain failure in the school, as social meanings, historical and repercussions of this failure in their lifes, as well as possible alternatives to improve the current public education. The results show that social, economical and school reality of this individuals were crowed of challenges and dificulties to daily Struggle for improved conditions of life, that many times effectively inviabilitize school attendance, permanence and improvement. Although the school and the teacher were been represented “ideally” the experiences carried out in school interior pointed to contradiction between the desired and the accomplished. In the most of the reports one can identify obsolete and discriminatory school patterns, that directly fall over school improvement of individuals as over and perception that they have upon themselves and their families. An example of this, in explaining own school failure, pointed to an individual and familiar responsibility. Only two individuals make some questions about school and their patterns of education. Such results pointed to the disharmony between expectations of individuals that attend to the school and concrete reality of public education network. This study suggests that the school must pursuits to know, to valorize and to respect the Context of students lifes and their families and to encourage a positive posture in relation to them. It yet suggests that the knowledge of this reality can orient pedagogic projects to the advantage of students apprenticeship and auto esteem , in such way to generate a new social consciousness that come to valorize the basic rights of Brazilian population.