Resumo

GESSER, Verônica  e  FISCHER, Gabriela Maia. Failured Elementary School children: what they think about their school contexts. Educação. Porto Alegre [online]. 2016, vol.39, n.2, pp.231-241. ISSN 1981-2582.  https://doi.org/10.15448/1981-2582.2016.2.20614.

This study aimed to investigate on the expectations of children with disapproval history regarding lessons experienced by them in the early grades of Elementary School. The research aimed to identify the meanings of the school context through the voices of children multirepetentes Years of Elementary Education Initials (2 to 4 years). Authors such as Patto (2008), Charlot (2009 and 2000), Vygotsky (1984, 2007); Blacksmith (1996), Lerner (2001), Solé and Coll (2004), Sampaio (2004), Sacristán (2000, 2007), among others, theoretically substantiate this work. For the research, we have the participation of eight children, in two different schools, regularly enrolled in the early grades of elementary school without cognitive impairment with report and contained in their school records at least two years of failure. The data collection procedures was based on field research conducted by two semi-structured individual interviews with each individual participant (Szymanski, 2002; Gaskell, 2010). Interview data were interpreted, discussed and presented from the themes generated in three stages of analysis (LeFreve, A. M. e LeFreve, F. 2005; Flick, 2009). This study showed that certain methodological practices produced on children characteristic meaning of a teaching focused on reproductivist perspective that children under the research prioritizes the volume of contents, copying and does not value the error as an inherent part of learning.

Palavras-chave : School Failure; Multifailured Children; Teaching Methodologies; Elementary School.

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