Abstracts Physics

De quem é a culpa? : uma análise sobre o fracasso escolar na disciplina de Física a partir dos enunciados de professores e estudantes

by Fernanda Pontes Silva

The School Failure has been theme of the study in the fields of Education and Psychology for years all around the globe. This thesis intends to expand the already known contributions within these spheres of knowledge and investigate the theme in the fields of the Teaching of Physics in Brazil’s high school. In order to accomplish it, this research aims at identifying which is the current understanding of both teachers and students regarding the school failure in Physics and the reasons that lead to it. Thus, it aims at comprehending which are the elaborate explanations, origins and effects on the daily basis school statements. For that purpose, a research has been done in a state school of Porto Alegre in Rio Grande do Sul – a state with a high rate of high school failure. The daily basis of that school has been observed and target groups have been formed comprehending both teachers and students. The utterance of the applicants have been analysed with the previously observed context through the methodology suggested by Wertsch (1991). Regarding Patto’s piece of work (2015), some record track about how the theme of School Failure has been studied throughout the years so that the current statements may be understood within its record track and social extent. It has been observed that in the school community the students are labelled inbetween “good” or “bad” so that the School Failure be explained under the fault of certain groups of students. Although the daily basis coexistence inbetween the students of the schools, some misconceptions based on stereotyping have been presented which have kept the same stereotyping when they faced the conflicting realities. Many times, the struggles of schooling have been presented as intrisic features to the students. The students’ failure in a state school has been presented as a natural occurence. Therefore, this study suggests that the school failure is understood as a built process and that the dissatisfaction here presented move to the action field, thus changing the school reality.