As percepções e o enfrentamento dos profissionais da educação não docentes de Escolas Públicas Federais sobre o fracasso escolar do ensino médio.

Abstract

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.