Afetividade, gênero e escola : um estudo sobre a exclusão de meninos no 6º ano do ensino fundamental, com enfoque na disciplina de matemática

• Ano de defesa: 2015
• Autor(a) principal: Cardoso, Evelyn Rosana
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual de Maringá; Brasil; Programa de Pós-Graduação em Educação para a Ciência e a Matemática; UEM; Maringá, PR; Centro de Ciências Exatas
• Palavras-chave em Português: Educação básica; Gênero masculino; Aspectos afetivos; Fracasso escolar; Matemática; Brasil.; Basic education; Male gender; Affective aspects; School failure; Mathematics; Brazil.; Ciências Exatas e da Terra
• Link de acesso: http://repositorio.uem.br:8080/jspui/handle/1/4558

The influence of the affective aspects in the failure and exclusion process of boys in Sixth Grade classes from the Brazilian government-run schooling system is analyzed. Educational statistics show that quittance and school failure of male students are proportionally higher than those of girls. The phenomenon may be seen in all class of Basic Education. Developing research at this level and year is based on students´ failure history during the schooling period. Few and very recent studies are extant on the theme in Brazil since the issue has aggravated during the last decades. Their causes must be investigated. One hypothesis deals with the affective and gender issues that raise the indexes since, as a rule, the educational system discards this factor as non-relevant for teaching and learning. In fact, it concerning restricting emotions in the classroom although many researchers emphasize that purely intellectual activities do not exist. Current analysis examines data on class failure and school quittance in three government-run schools in the state of Paraná, Brazil, between 2007 and 2012, and analyzes their consequences on the students´ school experience. Data were retrieved from school charts and by interviews with approximately 10% of students (N=37) and with teachers, pedagogues and principals that worked in the schools under analysis (N=26). The empirical, transversal, ex post facto, qualitative research method was employed within the interpretation paradigm and within the case-study mode by content analysis proposed by Lawrence Bardin, coupled to document analysis. The difference in schooling success between the genders is approximately 20%, pending towards females, even though this fact is not taken as relevant by the schools. From the students´ point of view, schooling success or failure of males may be explained by (in)discipline during lessons.