{"id":95,"date":"2020-04-16T16:22:32","date_gmt":"2020-04-16T19:22:32","guid":{"rendered":"https:\/\/www.ufrgs.br\/nefies\/?page_id=95"},"modified":"2025-05-15T15:15:55","modified_gmt":"2025-05-15T18:15:55","slug":"fracasso-escolar-sintoma-e-ou-reatividade-ao-sistema-de-ensino","status":"publish","type":"page","link":"https:\/\/www.ufrgs.br\/nefies\/fracasso-escolar-sintoma-e-ou-reatividade-ao-sistema-de-ensino\/","title":{"rendered":"Fracasso escolar: sintoma e\/ou reatividade ao sistema de ensino"},"content":{"rendered":"\t\t
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Fracasso Escolar<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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Sintoma e\/ou reatividade ao sistema de ensino<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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O estudo do fracasso escolar continua a merecer a aten\u00e7\u00e3o de pesquisadores porque embora venha se consolidando o fluxo escolar com mais alunos aprovados e promovidos \u00e0s s\u00e9ries subsequentes, a intensidade dessa din\u00e2mica n\u00e3o \u00e9 a mesma quando se considera o n\u00famero de concluintes, principalmente no ensino fundamental. Al\u00e9m disso, o sofrimento gerado e vivido nos relacionamentos escolares, especialmente o advindo das dificuldades de aprendizagem, \u00e9 testemunhado e relatado por cl\u00ednicos, merecendo a aten\u00e7\u00e3o dos profissionais da \u00e1rea da sa\u00fade, em especial dos psic\u00f3logos.\u00a0<\/p>\n

Logo, torna-se preciso buscar outros modos de construir a rela\u00e7\u00e3o entre a psicologia cl\u00ednica e a escola, trabalhando com uma concep\u00e7\u00e3o de dificuldade e fracasso escolar que n\u00e3o focalize apenas o aluno, mas tamb\u00e9m os demais fatores contextuais que podem interatuar para sua manifesta\u00e7\u00e3o. Nesse sentido, destaca-se a necessidade da realiza\u00e7\u00e3o de estudos que abordem o fracasso escolar, entendendo-o como um fen\u00f4meno complexo e multifacetado, cuja manifesta\u00e7\u00e3o pode levar a outras ocorr\u00eancias de ordem cl\u00ednica importantes, como o abuso de drogas, os problemas de conduta e a evas\u00e3o escolar, entre outras.\u00a0<\/p>\n

Assim, o presente estudo visa avaliou fatores individuais, familiares e escolares e sua inter-rela\u00e7\u00e3o com a produ\u00e7\u00e3o do fracasso escolar em adolescentes que est\u00e3o cursando o ensino fundamental, com vistas a construir um modelo explicativo fundamentado em dados emp\u00edricos. Para tanto, prop\u00f4s-se um estudo explorat\u00f3rio, de abordagem mista e transversal, do qual participaram adolescentes regularmente matriculados no ensino fundamental em escolas da rede de ensino do munic\u00edpio de S\u00e3o Leopoldo-RS, que apresentavam hist\u00f3rico de fracasso escolar (distor\u00e7\u00e3o entre idade e s\u00e9rie\/ano que ultrapassa dois ou mais anos), suas fam\u00edlias (m\u00e3e, pai ou respons\u00e1vel legal) e seus professores. Para cada adolescente com fracasso escolar, outro do mesmo sexo e escola, por\u00e9m sem o mesmo hist\u00f3rico, foi selecionado para compor o grupo de compara\u00e7\u00e3o.\u00a0<\/p>\n

Em um segundo momento foram realizados grupos focais que atenderam aos adolescentes, fam\u00edlias e professores para discuss\u00e3o sobre a viv\u00eancia do fracasso escolar. Os processos extra e intraescolares associados a esse fen\u00f4meno foram analisados quantitativamente, para identifica\u00e7\u00e3o dos fatores de risco individuais, familiares e escolares, e qualitativamente, para aprofundamento e compreens\u00e3o de sua especificidade. Com a associa\u00e7\u00e3o de diferentes abordagens metodol\u00f3gicas e a ado\u00e7\u00e3o do referencial sist\u00eamico, espera-se contribuir para uma compreens\u00e3o do fracasso escolar mais fiel a sua complexidade.<\/p>\n

Palavras chave: fracasso escolar; ensino fundamental; adolesc\u00eancia.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/details>\n\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t

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Marin, A. H., & Consoli, N. (2021). Fracasso escolar: o que pode explicar o hist\u00f3rico de sucessivas reprova\u00e7\u00f5es? In: F. Q. R\u00fcckert, & J. E. Souza (Orgs.), A escola p\u00fablica no Brasil: Temas em debate (2ed., v. 1, pp. 200-213). Caxias do Sul : Educs.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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Financiamento \u2013 Chamada MCTI\/CNPq\/MEC\/CAPES N\u00ba 18\/2012 \u2013 Ci\u00eancias Humanas, Sociais e Sociais Aplicadas.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/details>\n\t\t\t\t\t\t

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Pozzobon, M., & Marin, A. H. (2021). Recursos expressivos e desempenho escolar: interven\u00e7\u00e3o em grupo multifamiliar. Revista de Psicolog\u00eda, 30, 1-15.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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Mahendra, F., & \u00a0Marin, A. H. (2019). Ambiente Familiar e Rendimento Escolar de Adolescentes. <\/span>Psicologia: Teoria e Pesquisa, 35<\/em>, p. e35nspe9.\u00a0<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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Marin, A. H., Peuker, A. C., & Kessler, F. H. P. (2019). Sociodemographic characteristics, school performance, pattern of consumption and emotional health as risk factors for alcohol use among adolescents. Temas em Psicologia<\/em>, 27<\/em>(1), 279-292.\u00a0<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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Richter, P. C., Ghedin, D., &\u00a0Marin, A. H. (2018). Por que meu filho reprova? Estudo sobre o v\u00ednculo parental e a reprova\u00e7\u00e3o escolar. Educa\u00e7\u00e3o<\/em>, 43<\/em>(3), 499-520.\u00a0<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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Mahendra, F., Donelli, T. M. S., & Marin, A. H. (2018). Compreendendo o ambiente familiar no contexto da reprova\u00e7\u00e3o escolar de adolescentes. Gerais: Revista Interinstitucional De Psicologia,11(1), 45-60.\u00a0<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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Pozzobon, M., Falcke, D., & Marin, A. H. (2018). Intervenci\u00f3n con familias de alumnos con bajo desempe\u00f1o escolar. Ciencias Psicologicas, 12(1), 87-96.\u00a0<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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Pezzi, F. A. S., Mahendra, F., Ghedin, D., & Marin, A. H. (2018) . Compet\u00eancia social, problemas emocionais\/comportamentais e reprova\u00e7\u00e3o escolar: estudo de compara\u00e7\u00e3o entre adolescentes. Revista de Psicologia da IMED, 10(1), 3-20.\u00a0<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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Pezzi, F. A. S., &Marin, A. H. (2017). Fracasso escolar na educa\u00e7\u00e3o b\u00e1sica: revis\u00e3o sistem\u00e1tica da literatura. Temas em Psicologia, 25(1), 1-15.\u00a0<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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Mahendra, F., & Marin, A. H. (2015). Ambiente familiar e desempenho escolar: uma revis\u00e3o sistem\u00e1tica. Psicologia da Educa\u00e7\u00e3o. Psicologia da Educa\u00e7\u00e3o, 40<\/em>, 41-58.\u00a0<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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Pozzobon, M., Mahendra, F., & Marin, A. H. (2017). Renomeando o fracasso escolar. Psicologia Escolar e Educacional, 21(3), 387-396.\u00a0<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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Pezzi, F. A. S., Marin, A. H., & Donelli, T. M. S. (2016). School Failure in the Perception of Adolescents, Parents and Teachers. Psico-USF, 21(2), 319-330.\u00a0<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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Pezzi, F. A. S., &Marin, A. H. (2016).\u00a0 ‘Seguindo em frente!’: O fracasso escolar e as classes de acelera\u00e7\u00e3o. Revista Psicologia Escolar e Educacional, 20(2), 219-228.\u00a0<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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Pozzobon, M., Pezzi, F. A. S., & Marin, A.H. (2014). Compartilhando saberes: relato de uma interven\u00e7\u00e3o com professores. Aletheia, 43-44, 239-247.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/details>\n\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"

Fracasso Escolar Sintoma e\/ou reatividade ao sistema de ensino Sobre o projeto O estudo do fracasso escolar continua a merecer […]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"site-sidebar-layout":"no-sidebar","site-content-layout":"","ast-site-content-layout":"","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"disabled","ast-breadcrumbs-content":"","ast-featured-img":"disabled","footer-sml-layout":"","ast-disable-related-posts":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"ast-content-background-meta":{"desktop":{"background-color":"var(--ast-global-color-4)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-4)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-4)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"footnotes":""},"class_list":["post-95","page","type-page","status-publish","hentry"],"jetpack-related-posts":[],"jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/www.ufrgs.br\/nefies\/wp-json\/wp\/v2\/pages\/95","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.ufrgs.br\/nefies\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.ufrgs.br\/nefies\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.ufrgs.br\/nefies\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.ufrgs.br\/nefies\/wp-json\/wp\/v2\/comments?post=95"}],"version-history":[{"count":23,"href":"https:\/\/www.ufrgs.br\/nefies\/wp-json\/wp\/v2\/pages\/95\/revisions"}],"predecessor-version":[{"id":861,"href":"https:\/\/www.ufrgs.br\/nefies\/wp-json\/wp\/v2\/pages\/95\/revisions\/861"}],"wp:attachment":[{"href":"https:\/\/www.ufrgs.br\/nefies\/wp-json\/wp\/v2\/media?parent=95"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}