Please use this identifier to cite or link to this item: http://hdl.handle.net/10316/7512
Title: O abandono escolar no ensino fundamental brasileiro : alguns factores familiares
Authors: Bayma, Hilda Freire e Assunção 
Orientador: Simões, Maria da Conceição Taborda
Roazzi, Antonio
Keywords: Abandono dos estudos, Brasil
Issue Date: 2008
Abstract: O abandono escolar nas escolas públicas da cidade de Recife é um fenómeno crónico arraigado nas origens da educação e resistente nos contextos desfavorecidos. O ensino fundamental actualmente passa por grandes mudanças em função de melhorar a sua qualidade e tentar diminuir os problemas que interferem no percurso escolar dos alunos. No entanto, deixa transparecer que as acções implementadas não condizem com a realidade da comunidade escolar e, por sua vez, os problemas continuam a existir de forma mais resistente e desmotivante para o aluno. Diante desta realidade, no estudo empírico, buscámos averiguar alguns factores familiares que interferem no percurso escolar destes alunos. Para isso, a nossa amostra constou de 500 alunos, dividindo-se em dois grupos, 250 alunos abandonantes dos estudos e 250 alunos que permaneceram nas escolas. Para recolha dos dados, utilizámos duas fichas, uma para colectar dados da família e outra para colectar dados dos alunos, ambas de acordo com a realidade brasileira, verificadas no teste piloto deste estudo. Chegámos à conclusão que os factores familiares, na representatividade do estatuto socioeconómico, do desemprego, da idade dos pais, do nível de escolaridade, do estado civil, do tipo de família, interrelacionados com os factores pessoais do aluno, de naturalidade, da série, da reincidência, do trabalho extra-lectivo, coligados com a falta de interacção da família com a escola, todos interferem directamente no percurso escolar dos alunos das escolas públicas da capital de Pernambuco. 10 Assim, é necessário que as acções planejadas abranjam pontos intervenientes da família, do aluno, da escola e evitem as acções que funcionam apenas como paliativos dos problemas educacionais.
L’abandon scolaire des écoles publiques de la ville de RECIFE est un phénomène chronique lié aux origines de l' éducation en milieux défavorables. Actuellement enseignement primaire traverse de grands changements dans le but d'améliorer la qualité et d´essayer de diminuer les problèmes qui interférent dans le parcours scolaire des élèves. Cependant, on constate que ce qui apparaît, c'est que les actions mises en oeuvre ne satisfont pas la réalité de la communauté scolaire et qu'a leur tour les problèmes subsistent de forme plus résistantes et démotivantes pour les élèves. Devant une telle réalité, par l'étude empirique, nous voulons rechercher quelques facteurs familliers qui influencent le parcours de ces élèves. Pour cela notre échantillonnage compte 500 élèves, répartis en deux groupes, soit 250 élèves qui abandonnent les études et 250 qui continuent à fréquenter les écoles. Pour rassembler des données nous avons utilisé deux fiches, une pour la famille et l'autre pour recueillir les données de l'élève,ces dernières syntonisées à la réalité brésilienne, vérifiées durant le test pilote de cette étude. Nous débouchons sur une conclusion que les facteurs familiaux dans la représentativité du statut socioéconomique; le chômage, l'âge des parents, leur niveau de scolarité, de leur état civil, type de famille, et facteurs liés aux problèmes personnels de l'élève et d'origine(milieu social), du cours, si ce sont des élèves revenants aux études, des facteurs liés aux travail hors de l'école, le tout associé au manque d'ínteraction de la famille et de l'école, tout ceci interfère directement sur le parcours scolaire des élèves des écoles publiques de Pernamboúc. Ainsi, il est nécessaire que des actions projetées englobent des points intervenants de la famille de l'élève, de l'école et évitent les actions qui ne fonctionnent que comme palliatif aux problèmes éducationnels.
School evasion within the state schools from the city of Recife is a critical phenomenon which is deep-rooted into education basis, and mostly persistent in lower-class contexts. Nowadays, the elementary education has been facing great changes in order to raise its quality and diminish the incidence of problems against students learning process. However, the policies implemented for this purpose do not match the reality of local education community, and due to this fact, the problems remain persistently, making the students even more dimotivated. Regarding this reality, this paper has the purpose to study empirically some recurring factors that usually bring problems to students learning process. For this study, it was selected a sample composed of 500 (five hundred) students divided into 2 (two) groups: 250 (two hundred and fifty) students who have evaded school and 250 (two hundred and fifty) students who have continued studying. For collecting data, it was used 2 (two) different forms, one for collecting family data and other one for collecting students data. Both forms were used regarding Brazilian reality as it is demonstrated by the testing project of this current study. Therefore, we got to the conclusion that recurring factors brought up by social and economical conditions as well as unemployment, age of parents, education level, marital status, and family features, interrelated to the factors from students individual conditions such as naturality, grade, reincidence, and extra-curricular work, altogether with the lack of interaction by the part of the family, affect directly the learning process of the students from the state schools in the capital city of the state of Pernambuco in Brazil. All in all, it is necessary that the policies to be planned must comprehend the most intervening aspects about the family, the student, and the school. These policies must avoid working only as a palliative for educational problems.
Description: Dissertação de mestrado em Psicologia do Desenvolvimento (Psicologia do Desenvolvimento) apresentada à Fac. de Psicologia e Ciências da Educação da Univ. de Coimbra
URI: http://hdl.handle.net/10316/7512
Rights: openAccess
Appears in Collections:FPCEUC - Teses de Mestrado

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