"Seguindo em frente!": O fracasso escolar e as classes de aceleração

Abstract

ResumoEste estudo teve como objetivo caracterizar o trabalho desenvolvido nas classes de aceleração de aprendizagem de uma escola municipal de São Leopoldo -RS, e os efeitos produzidos em adolescentes com histórico de fracasso escolar, em seus pais e nos professores. Trata-se de uma pesquisa qualitativa, descritiva e de caráter transversal. Os participantes constituíram três grupos: 35 adolescentes, 11 pais e três professoras. Os instrumentos utilizados para coleta de dados foram uma Ficha de Contato Inicial e Grupos Focais. Na análise de conteúdo enfatizaram-se as falas referentes às classes de aceleração, das quais derivaram quatro categorias relacionadas ao objetivo do estudo. Os resultados evidenciaram o aumento na autoestima e no desempenho escolar dos alunos, que também tem repercutido nas famílias. Acredita-se que a atuação e o pequeno número de docentes, o estabelecimento do vínculo entre professor e aluno e a mudança na organização curricular e metodológica contribuíram para o sucesso do Projeto.Palavras-Chave: Fracasso escolar; rendimento escolar; classes de aceleração. Moving forward": The school failure and accelerated classes AbstractThis study aimed to characterize the work in learning accelerated classes in a public school in São Leopoldo -RS, and the effects of it in adolescents with a history of school failure, in their parents and teachers. This is a qualitative, descriptive and transversal research. The participants formed three groups: 35 adolescents, 11 parents and three teachers. The instruments used for data collection were one sheet of initial contact and focus groups. In the content analysis emphasized to the statements regarding the accelerated classes, which are derived four categories related to the purpose of the study. The results showed an increase in self-esteem and better school performance of students, who have also reflected on their families. We believe that the performance and the small number of teachers, the establishment of the link between teacher and student and the change in curriculum and methodological organization contributed to the success of the project.Keywords: School failure; academic achievement; accelerated classes. "¡Siguiendo adelante!": El fracaso escolar y las clases de aceleración ResumenEste estudio tuvo como objetivo caracterizar el trabajo desarrollado en las clases de aceleración de aprendizaje de una escuela municipal de São Leopoldo -RS, y los efectos producidos en adolescentes con histórico de fracaso escolar, en sus padres y en los profesores. Se trata de una investigación cualitativa, descriptiva y de carácter transversal. Los participantes constituyeron tres grupos: 35 adolescentes, 11 padres y tres profesoras. Los instrumentos utilizados para colecta de datos fueron una Ficha de Contacto Inicial y Grupos Focales. En el análisis de contenido se enfatizólas hablas referentes a las clases de aceleraciones, de las cuales derivaron cuatro categorías relacionadas al objetivo del estudio. Los resultados evidenciaron el aumento en la autoestima y en el...

Atividades aplicadas pelos pais para ensinar leitura para filhos com autismo

“…In many cases, parental involvement with the academic life of their children is limited to helping with homework assignments and does not always occur in the most appropriate way (Fernandes, Pontes, Silva, Lima, & Santos, 2014;Pezzi & Marin, 2016). There is a need to build procedures and methods that help create more motivating contexts to improve parent-child interaction, and to enable meaningful learning for children.…”

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“…b) The category of multicausal phenomena, portrays school failure as the product of a sum of situations, both: i) personal, such as teenage pregnancy [49], families, such as parental support [50], social, such as the relationships established by the student within the school [25; 51]; and ii) economic, such as the student's family financial situation [52], which would ultimately contribute to the stu-dentʼs failure.…”

“…Piesche et al studied the impact of CLIL on Physics knowledge in a group of German 6 th graders (n = 722) [49]. It was (compared to the above-mentioned studies) a shortterm study (5 lessons lasting for 90 minutes).…”

High School Failure, a Systematic Review in the Social Sciences

“…b) The category of multicausal phenomena, portrays school failure as the product of a sum of situations, both: i) personal, such as teenage pregnancy [49], families, such as parental support [50], social, such as the relationships established by the student within the school [25; 51]; and ii) economic, such as the student's family financial situation [52], which would ultimately contribute to the stu-dentʼs failure.…”