Aprendizagem e problemas de escolarização no ensino médio técnico integrado: uma perspectiva psicopedagógica

Abstract

This research was carried out in a Brazilian federal education institution in Goiás State and aimed to identify the factors that trigger poor school performance and, as a consequence, failure in Integrated Technical Integral Education. So it was developed a qualitative case study in a psychoeducational approach. Subjects in the study were teachers, parents, students and other components of school team: the director, a pedagogue, a social attendant and a psychologist. For data colleting, we used semi structured interview, document analysis and psychoeducation projective techniques such as Education Pair, Education Family. From data organization and treatment three analysis categories emerged: the first one, named as “the triggering factors of learning, difficulties in learning and poor academic performance” was divided in six subcategories: (a) teacher mediation; (b) teacher methodology; (c) student emotional issues; (d) lack of acceptance to the student; (e) configuration and organization of Technical high school; and (f) Basic School discrepancy/lack of studying habits. The second category was “Physical Structure of the institution and school team labor” and the third one “Family and the children/students monitoring”. The results revealed the need of dialogues and partnerships between institution protagonists as well a demand for continuing education in order to overcome misconceptions on learning process that insist on blaming the student for their supposed difficulties. The analysis showed that many of the aspects mentioned as triggers of the problems are tied to schooling difficulties and they can be overcome or even mitigated through pedagogical and psycho-pedagogical actions. We concluded that teacher mediation is a positive and significant aspect for student’s success; in contrast we need to think about the teacher’s methodology and the organizations and functioning of High School, the proposed curriculum, the acceptance of the student based on his demands as well family partnership. Finally, if the student is constituted as a subject also for the interaction he stablishes to the environment, the school, as a formation privileged space, must overcome the labels of problems, difficulties, disorders, disorders and promote learning and education and social inclusion to the students.