Refletindo o fracasso escolar no contexto do alto sertão alagoano um olhar sobre as possíveis causas numa escola pública do município de Delmiro Gouveia

Abstract

School failure is a phenomenon present in the teaching-learning relationships of Brazilian educational systems. Every year a significant number of students fail or drop out of basic education because they feel unable to learn, are labeled incompetent, or do not develop an interest in the educational environment and teaching-learning methods. The impact of school failure can be clearly seen in public elementary schools and the various research works carried out on the topic contribute to the possibility of reflecting on this phenomenon by exploring its possible causes, based on the observation of the context of a public school. in Delmiro Gouveia-AL. This study aims to understand the causes of school failure, and the different conceptions about their subjects, and which questions are problematized in the school context. As a methodological procedure for the development of the research, the qualitative approach was adopted. To achieve the proposed objectives, the research was divided into two parts, the first consists of conducting a bibliographic and documentary analysis to gather information and make observations on the topic. The second consists of a field research in which interviews were carried out with teachers and students of the José Correia dos Santos basic education school in Delmiro Gouveia-AL, from where we extracted the data that were compared with the bibliographic analysis for the development of conclusions presented in this work. In relation to school failure, the development of the research was based on interviews with 5 (five) teachers from the 1st to the 5th year of the José Correia school, consisting of 5 (five) questions which required the analysis and reflection of the answers presented. Teachers in their fallacies pointed out and wove their arguments about what school failure is and their actions about it. The results of the research showed that, the student, is one of the great holders of such failure, the analysis of the research still allowed to understand that the teachers, with all their training, do not perceive the failure relationships in which they are involved attributing to the students and the family the consequences of not learning. Finally, school failure, studied and analyzed in the public elementary school, presents current realities that can be changed, through measures, strategies and practices that look at the subject in all its realities, and that accompany the entire teaching process. learning, so that we have the possibility of reducing school failure.