SILVA, Gilvanete Maria da.
Resumo:
This monograph research discusses factors that lead to school dropout,
emphasizing the main aspects that permeate the teacher-student relationship
in the classroom. For this research to be carried out we try to answer to
following question: how does the teacher-student relationship influence the
dropout of children from the 5th year of Elementary School I. From the following
objectives: to identify what stimulus the teacher provides the student to
their stay in the classroom and reflect the way in which the relationship
teacher Student. For the elaboration of the theoretical framework we used a
set of theorists to support this research: Kullok (2002); Lebanese
(2003); Fontana (1998); among others, to give us subsidy for a
close understanding of the research theme. The information was collected
from the semi-structured interview with five students of the 5th year of Education
elementary I of a public public school in the city of Triunfo / PB;
observations of classroom practice, as well as notes in the notebook
field. The monograph is divided into four chapters: in the first one we have a
discussion focused on the teacher-student relationship: contribution to mitigate
school dropout; in the second we have the methodological procedures and by
last we have the analysis of the data. The results obtained allowed us to
realize that the children's leaving school is related to the lack of
motivation; the teacher-student relationship when it is aversive; the difficulties
related to the family environment, as well as school. These data
were evidenced in the speeches of the students participating in the research.
We conclude that there is a need for a change in attitudes and
postures assumed by teachers at school, regarding the relationship
teacher-student, so that they can foster development and training
of the student, at the same time that we realize that the factors
related to this relationship can influence school dropout.
