Psicopedagogia e o fracasso escolar: a relevância da compreensão sócio-contextual

• Ano de defesa: 2011
• Autor(a) principal: Menezes, Maria Vilma Eça
• Orientador(a): Wondracek, Karin Hellen Kepler
• Banca de defesa: Brandenburg, Laude Erandi
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Faculdades EST
• Programa de Pós-Graduação: Programa de Teologia
• Departamento: Teologia
• País: BR
• Palavras-chave em Português: Psicopedagogia; Escola; Fracasso Escolar; Aprendizagem; EDUCAÇÃO COMUNITÁRIA COM INFÂNCIA E JUVENTUDE
• Palavras-chave em Inglês: Psychopedagogy; School; School Failure; Learning
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::TEOLOGIA
• Link de acesso: http://dspace.est.edu.br:8080/xmlui/handle/BR-SlFE/245

Considering the rates still expressive of illiteracy and educational exclusion of the overwhelming majority of the Brazilian population, and learning difficulties, this work aims to discuss the importance of contextuality in the understanding and contribution of psychopedagogy to education. The emergence of Brazil as an economic powerhouse on the world stage raises questions about the discrepancy between the socially produced wealth and a considerable number of people excluded from the distribution, in which is included access to education, not to mention that for the radical democratic development is absolutely massive aggregation of people into education processes. For beyond to a functional illiteracy, the psychopedagogy can contribute to the consideration of social interactions and emotional capacity to understand and know the consequent knowing that arises from the democratic relationship between teachers and students.