Sentidos de escolarização para crianças com histórico de fracasso escolar: análise a partir do Pacto Nacional pela Alfabetização na Idade Certa (PNAIC)

Abstract

This research is linked to the line of research “Public Policies on Education, Educational Practices and Diversity”, of the Graduate Program of Education at the University of the West of São Paulo (UNOESTE), in Presidente Prudente. This work aims to investigate the impacts of educational literacy policies in the construction of schooling meaning for students with a history of academic failure. The study was inspired by the assumptions of the cultural-historical theory, whose emphasis is on the individual´s close relationship with the culture. During the realization of the research, it was chosen the qualitative approach in a transversal period. The fieldwork was carried out at a municipal public school in a medium-sized city, located in the interior of São Paulo state. The participants were students of the 3rd year of Elementary School (n=3), who presented a history of two grade retentions. The following instruments were used in the data collection: Playful Sessions; Semi-structured interview; Visual methods (production of drawings); Reflexive interview. All the stages of the data collection were carried out in the school itself. The use of different methodological resources has enabled researchers to perceive more acutely how the students’ relationships with the school context are formed, with their teachers and peers. For the data interpretation was used the analysis of content technique. From the themes that emerged from the fieldwork, three analytical categories were built: i) Structural issues of school and educational policies that corroborate school failure; ii) Pedagogical and methodological aspects associated with school failure; iii) Interpersonal relationships: interfaces with the school failure. The data indicate that the grade repetition experiences, the pedagogical and methodological aspects, as well as the fragmented educational policies promote suffering in students and imply negative experiences. In addition, the research suggests that school failure is repeated in the students’ lives, which begin to verbalize their anguish in carrying the stigma they received because they did not learn the contents defined in the curriculum.