Detalhes bibliográficos
| Ano de defesa: |
2019 |
| Autor(a) principal: |
Maceia, Felizardo Vasco Domingos
 |
| Orientador(a): |
Giraffa, Lucia Maria Martins
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| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica do Rio Grande do Sul
|
| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação
|
| Departamento: |
Escola de Humanidades
|
| País: |
Brasil
|
| Palavras-chave em Português: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
http://tede2.pucrs.br/tede2/handle/tede/9053
|
Resumo: |
The present study aims to investigate, from the perspective of teachers, the causes and factors that contribute to school failure, and the eventual abandonment of students in the 10th and 12th years of secondary school education. The study could be considered at the national level, since what occurs in the study locus is the same as in the other provinces of the country. The case study was carried out at the Marist College of Manhiça, where we performed a qualitative and exploratory analysis. In order to direct the research efforts, we adopted as a guiding question: "What are the causes and factors, in the perception of the general secondary school teachers of the Marist School of Manhiça, which contribute to the school failure and eventual abandonment of the Mozambican students who attend the 10th and 12th years of schooling?” The study worked with a total of 31 (thirty one) subjects of the same sócio-professional category (teachers) who teach in grades 10 and 12 at school. The findings reinforce what the theory points to relate to failure rates, which is understood as a long-standing worldwide phenomenon. Mozambique is not excluded from this problem. I also noted that repetition has come to be accepted by all school agents as a "natural" process. This fact implies a culture of "acceptance", which is very worrying since the repetition tends to provoke new disapprovals, leading to school failure, which runs counter to the idea that repeating the school year would help the student to progress in the studies according to the referential used. According to the data, factors corroborate to the disapproval and consequent school dropout, in the researched locus: physical and technological infrastructure, teacher training and motivation, questions related to the type of didactic material, long distance of students and teachers, and cultural aspects associated with gender. Mozambique has a consolidated culture about the educational offer format that comes from an educational system that has suffered ruptures and adaptations due to social crises and, as a developing country. Thus, it presents, in the current stage of consolidation, the standard problems listed in the literature. Key words: Teaching in Mozambique, Reprobation, Abandonment, School failure. |
