MENEZES, Manuela Cristina de.
Résumé:
This study aimed to analyze how the professionals of education that are not teachers such as:
Pedagogue, School Psychologist, Social Worker and Educational Technician understand and
face school failure concerning their professional actions on high school of federal public
schools of Cajazeiras. Our main goal was to understand how school failure has been thought
and faced by these professionals. On theoretical framework we have the ideas of authors who
have thought about the school failure theme, such as: Forgiarini and Silva (2008), Mussoi and
Neves (2009), Conceição (2011), Pinheiro and Alves (2008), among others. To realize this
work, we performed four semi-structured interviews, composed by a script with seven
questions. The interviews were led by the Content Analysis technique (thematic and
enunciation), according to Bardin. The analyses showed that according to the professionals
interviewed, school failure is a problem related to failure and escape school. The professionals
also related that in their institutions of work, the students are entering in high school with
deficits of learning that com from elementary school. The repercussions are mainly with the
subjects of exact sciences area. These learning difficulties have caused failure and escape of
many students of high school. The non-teaching professionals also pointed out that the most
common cases in their institutions of work are connected with the following situations: there
are teachers that do not have classroom dominion; the methodology used by the teacher; the
difficulty of students’ adaptation to federal public schools; non-motivation and learning
difficulties. They still emphasized that institutions have led, in most times, with school failure
cases from multiprofessional meetings where the cases are usually reflected, analyzed and
sent to possible solutions. These professionals affirmed that the results obtained with the
confrontation of this problem have been pretty positive and that the team work has
contributed with confrontation of school failure. Thus, through this study, we understand the
relevance of studying the school failure phenomenon so that this problem will be taken more
seriously by education professionals and educational institutions, since many young students
are giving up their studies. Therefore, it is essential that we have a critical and reflexive sense
to analyze how this problem has been experienced by the students and how it has been faced
by the institutions and educators, considering the importance that confrontation and
overcoming of this phenomenon have, so that we can have, in our country, an equal and
quality education for all.