Fracasso escolar na alfabetização: atribuição de causalidade na percepção dos professores alfabetizadores

Abstract

This study was carried out with the purpose of researching the causal attributions of literacy teachers from municipal and state schools in the outskirts of Uberlândia, MG, in relation to their students' academic failure in literacy, using a qualitative instrument to survey causal attributions about their students' academic failure (Study 1), and a standardized instrument for attributing causality in hypothetical situations of success or school failure (Study 2). For this purpose, 4 teachers from a municipal school and 11 teachers from a state school were interviewed (Study 1), the standardized Causality Assignment instrument was applied to 24 teachers from municipal schools and 27 teachers from state schools, whose responses were submitted to analysis of variance and the Duncan's test. The main results of Study 1 that, when focused on municipal and state schools, compared teachers □ ro n tn a m more internal causes to explain the first accentuate uwx2 school failure, while the latter place more emphasis on external causes. In relation to Study 2, the causes related to stable effort were more valued, both in situations of success and in relation to failure, with no significant differences between teachers in the state and in the municipality. These results point to the need to better understand and research the causal attribution processes of teachers regarding the students' expectations of success or failure, in order to minimize the selectivity of teaching observed in the initial grades of the program elementary School.