{"id":955,"date":"2025-05-22T09:14:04","date_gmt":"2025-05-22T12:14:04","guid":{"rendered":"https:\/\/www.ufrgs.br\/nefies\/?page_id=955"},"modified":"2025-05-22T09:22:52","modified_gmt":"2025-05-22T12:22:52","slug":"school-failure","status":"publish","type":"page","link":"https:\/\/www.ufrgs.br\/nefies\/en\/school-failure\/","title":{"rendered":"School failure"},"content":{"rendered":"\t\t
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School failure<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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Symptom and \/ or reactivity to the education system?<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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The study of school failure continues to deserve the attention of researchers because even though the school flow with more students approved and promoted to subsequent grades has been consolidating, the intensity of this dynamic is not the same when considering the number of graduates, mainly in elementary school. In addition, the suffering generated and experienced in school relationships, especially due to learning difficulties, is witnessed and reported by clinicians, deserving the attention of health professionals, especially psychologists.<\/p>

Therefore, it is necessary to attent for other ways to build the relationship between clinical psychology and the school, working with a concept of school difficulty and failure that focuses not only on the student, but also on the other contextual factors that may interact for its manifestation. In this sense, the need to conduct studies that address school failure is highlighted, understanding it as a complex and multifaceted phenomenon, whose manifestation can lead to other important clinical events, such as drug abuse, conduct problems and school dropout, among others.<\/p>

Thus, the present study aims to evaluate individual, family and school factors and their interrelation with the production of school failure in adolescents who are attending elementary school, with a view to building an explanatory model based on empirical data. To this end, an exploratory study with a mixed and transversal approach was proposed, in which adolescents regularly enrolled in elementary level in schools in the city of S\u00e3o Leopoldo-RS participated, who had a history of school failure (distortion between age and grade \/ year that exceeds two or more years), their families (mother, father or legal guardian) and their teachers. For each adolescent with school failure, another of the same sex and school, but without the same record, was selected to compose the comparison group.<\/p>

In a second step, focus groups were held to assist adolescents, families and teachers to discuss the experience of school failure. The extra and intra-school processes associated with this phenomenon were analyzed quantitatively, to identify individual, family and school risk factors, and qualitatively, to deepen and understand their specificity. With the association of different methodological approaches and the adoption of the systemic framework, it is expected to contribute to an understanding of school failure more faithful to its complexity.<\/p>

Keywords: school failure; elementary school; adolescence.<\/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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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":"

School failure Symptom and \/ or reactivity to the education system? About the project The study of school failure continues […]<\/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":"full-width-container","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":""}},"_jetpack_hide_featured_image":false,"_jetpack_featured_image_duplicate_dismissed":0,"footnotes":""},"class_list":["post-955","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\/955","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=955"}],"version-history":[{"count":4,"href":"https:\/\/www.ufrgs.br\/nefies\/wp-json\/wp\/v2\/pages\/955\/revisions"}],"predecessor-version":[{"id":959,"href":"https:\/\/www.ufrgs.br\/nefies\/wp-json\/wp\/v2\/pages\/955\/revisions\/959"}],"wp:attachment":[{"href":"https:\/\/www.ufrgs.br\/nefies\/wp-json\/wp\/v2\/media?parent=955"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}