<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0100-1574</journal-id>
<journal-title><![CDATA[Cadernos de Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Cad. Pesqui.]]></abbrev-journal-title>
<issn>0100-1574</issn>
<publisher>
<publisher-name><![CDATA[Fundação Carlos Chagas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0100-15742010000300012</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Por que a maioria dos pais e alunos defende a reprovação?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Jacomini]]></surname>
<given-names><![CDATA[Márcia Aparecida]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A12">
<institution><![CDATA[,Universidade Federal de São Paulo  ]]></institution>
<addr-line><![CDATA[Campus Diadema ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2010</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2010</year>
</pub-date>
<volume>40</volume>
<numero>141</numero>
<fpage>895</fpage>
<lpage>919</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0100-15742010000300012&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0100-15742010000300012&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0100-15742010000300012&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[O objetivo do artigo é analisar a opinião de pais e alunos sobre a progressão continuada e a reprovação escolar. A pesquisa de campo, realizada em duas escolas municipais de São Paulo, teve duração de um ano letivo. Os dados foram coletados por meio de observação do cotidiano escolar e de entrevistas semiestruturadas com 56 pais e alunos, e organizados em categorias temáticas, de acordo com Bardin (2004). Duas questões centrais pautaram a pesquisa: Por que a maioria dos pais e dos alunos é contra a progressão continuada? Como construíram essa forma de pensar? A crença de que a reprovação exerce uma pressão “salutar” sobre os alunos que, por temor de perder o ano, estudariam mais e se sentiriam obrigados a ter bom comportamento e dedicação aos estudos, foi preponderante entre os sujeitos. Como as experiências escolares dos sujeitos não confirmam tais efeitos da reprovação anual, questionou-se por que eles continuam pensando assim? Os depoimentos sugerem, entre outros aspectos, que os entrevistados se apropriaram do discurso dominante, contrário às políticas de não reprovação anual, sem refletir criticamente sobre suas próprias experiências de escolarização.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This paper analyses the opinions of parents and students on social promotion by learning cycles. The field research was conducted in two public school in São Paulo City for a whole school year. Date were collected through observation of everyday school life and from semi-structured interviews with 56 parents and students, and organized into thematic categories, according to Bardin (2004). There were two central questions behind the research: Why are most parents and students against social promotion? How did they reach this way of thinking? The belief that retention exerts a “healthy” pressure on the students is a general assumption among them. So, for the subjects interviewed, pupils would felt obliged to study more, to behave well and to dedicate themselves to their studies. As the subject’s school experiences do not confirm the positive effects of school repetition, they were asked why they continue thinking in this way. Their statements suggest that they have appropriated the dominant discourse, which is against the social promotion policies, without thinking critically about their own school experiences.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Alunos]]></kwd>
<kwd lng="pt"><![CDATA[Democratização do Ensino]]></kwd>
<kwd lng="pt"><![CDATA[Pais]]></kwd>
<kwd lng="pt"><![CDATA[Repetência]]></kwd>
<kwd lng="en"><![CDATA[Students]]></kwd>
<kwd lng="en"><![CDATA[Democratization of Education]]></kwd>
<kwd lng="en"><![CDATA[Parents]]></kwd>
<kwd lng="en"><![CDATA[Grade Repetition]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[ <font face="Arial, Helvetica, sans-serif"> <h2>Por que a maioria dos pais e  alunos defende a reprova&ccedil;&atilde;o?</h2> <h3>Why do most parents and students defend school retention? </h3>     <p>&nbsp;</p> <h4>M&aacute;rcia Aparecida Jacomini    <br> </h4> </font>      ]]></body><back>
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<surname><![CDATA[AMBROSETTI]]></surname>
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</person-group>
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</back>
</article>
