Discurso pedagogico e fracasso escolar

Magda Floriana Damiani

Resumo


Este trabalho apresenta os resultados de uma investigação que, em sua primeira parte, identíficou os fatores de risco para fracasso escolar (entendido como repetencia e/ou evasao) em uma coorte formada por todas as criancas nascidas nos hospitais da cidade de Pelotas (RS), em 1982. Isto foi levado a cabo por meio de um modelo multivariado que examinou o risco de fracasso associado a diferentes variaveis pessoais e familiares das criancas. Os resultados confirmam os encontrados em outras pesquisas, indicando a importante influencia de fatores como grupo etnico, renda familiar, número de irmaos, escolaridade dos pais, tipo de moradia, entre outros, sobre o desempenho das criancas. A segunda parte do trabalho relata estudos de caso de duas escolas (que atendem populacoes com os mesmos fatores de risco) cujas taxas de reprovação e evasao eram contrastantes (altas em uma escola e baixas na outra). Os resultados indicam que as instituicoes de ensino diferem entre si e apontam para a importância de fatores intra-escolares, em especial o discurso pedagogico das escolas (conceito definido por Bernstein), para o desempenho das criancas. A enfase nos aspectos academicos da escolarização (discurso instrucional), verificada na escola com menores taxas de reprovação e evasao, possibilitou a modificação de uma das importantes correlacoes, encontrada tambem em outras pesquisas, entre fracasso escolar dos estudantes e baixo nivel de escolarização de seus pais. A escola que apresentava maiores taxas de fracasso era caracterizada por um discurso pedagogico regulativo (assistencialista).

Palavras-chave


Fracasso escolar; Fatores extra-escolares; Fatores intra-escolares; Discurso pedagogico; Cultura escolar

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