Abstract
Abstract This study aimed to understand school failure, defined as the distortion between age and school year of two or more years of teaching, through the perception of adolescents with a history of school failure as well as their parents and teachers. This is a qualitative, descriptive, and cross-sectional study. The participants consisted of three distinct groups: 35 adolescents, 11 parents and three teachers. The instruments used were an initial contact sheet as well as focus groups. For the content analysis three categories and their subcategories were derived related to the purpose of the study. The results point out to the complexity of school failure, revealed especially in the statements of teachers. However, it is still prevalent the discourse of personal and family blame among adolescents and their parents. It is evident the resulting suffering and the clinical and social consequences of school failure.
Highlights
This study aimed to understand school failure, defined as the distortion between age and school year of two or more years of teaching, through the perception of adolescents with a history of school failure as well as their parents and teachers
To reach the objective of the present study, three categories were established and subcategories were derived, as follows: 1) causes of school failure, which included subcategories a) students, b) families, c) institutional issues, d) social aspects; 2) experience of failure, which was sub-categorized in a) feelings, b) consequences of failure; and 3) future prospects of those who fail at school, which did not include subcategories
The present study investigated the perception about the causes and the experience of school failure among adolescents with a history of school failure, their parents and teachers
Summary
This study aimed to understand school failure, defined as the distortion between age and school year of two or more years of teaching, through the perception of adolescents with a history of school failure as well as their parents and teachers. The results point out to the complexity of school failure, revealed especially in the statements of teachers It is still prevalent the discourse of personal and family blame among adolescents and their parents. In Brazil, the distortion rates of age-grade/ year (23.6%), failure (10.3%), and school withdrawal (3.1%) in elementary school continue to be significant and worrisome (IBGE, 2010) These data seem to be persistent and inseparable from education history and from the process of education in the country, especially in the popular classes (Bassani & Pinel, 2011; Paula & Tfoni, 2009; Patto, 1990). Disponível em www.scielo.br due to a concern about prevention and treatment of children and adolescents who fail at school (Zucoloto & Patto, 2007)
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