School Trajectories Research Articles

Implications of School Bullying Victimization in Mental Health: Qualitative Evidence

Abstract This study aimed to understand the impact of victimization caused by bullying on the mental health of adolescents. It is a qualitative investigation conducted with 55 students from 11 public schools in a city of Minas Gerais State, Brazil. The data were collected through semi-structured interviews and reviewed according to content analysis using Atlas TI software. A total of 19 students participating in the study reported having already suffered bullying at school. It was verified in the narratives that the victimization by bullying represents a threat to the health and mental well-being of the students, characterizing itself as a painful, daily and lasting experience in the school trajectory. Four thematic categories were identified: 1) Mental illness attributed to the aggressions suffered; 2) Negative emotions associated with school and peer relationships; 3) Impotence and passivity; and 4) distrust of weak institutional responses. The results can support interventions to promote mental health at school with victimized students.

Using Latent Class Analysis to Link Career and Technical Education in Adolescence and Work and School Transitions in Young Adulthood

Career and technical education (CTE) has recently gained national attention as a means of promoting college and career readiness. However, little is known about the joint trajectories of school and work during and following CTE participation in high school. Using the Educational Longitudinal Study of 2002, we conducted latent class analyses to examine latent pathways connecting high school CTE participation with employment during high school, as well as the subsequent educational and work transitions. Four latent pathways were identified, defined as: (a) CTE-to-work pathway, (b) BA-focused pathway, (c) Workfocused pathway, and (d) low-career motivation pathway. Analysis of the precursors revealed that male students tend to follow work-related paths and females tend to take more education-focused paths. Further, higher math and reading test scores, and higher parental socioeconomic background were associated with a higher likelihood of taking the BA-focused pathway as opposed to the CTE-to-work pathway, and of taking the CTE-to-work pathway compared to the work-focused and low-career motivation pathways. Both the BA-focused and CTE-to-work groups had relatively higher earnings and job satisfaction compared to the other two latent path groups.

All the Light We May Fail to See: Learning from Talking to Strangers.

It's Spring in Virginia, and the senior medical students have gotten their Match results and are sending emails and texts thanking their mentors for the guidance and help provided in this final stage of their medical school trajectories. Their gratitude, of course, has reminded me of my own appreciation for those who advised, taught, and mentored me at similar points in my own trajectory. However, those recollections have also called to mind some other less traditional and, perhaps, underappreciated 'mentors' that I had the great fortune to encounter and to be influenced by. These thoughts have prompted me to reflect on my appreciation for these people who, especially in retrospect, helped me become a better doctor.

A mixed-methods study of resilience and return to school among adolescent mothers in South Africa

ABSTRACT Up to two-thirds of South African adolescent mothers drop out of school, which increases their HIV risk and other poor health outcomes. Despite variability in adolescent mothers’ schooling trajectories, we have a limited understanding of their re-enrollment in school following the life-changing circumstance of childbirth. In this paper, we draw on qualitative interviews (n = 16) and quantitative surveys (n = 109) with adolescent mothers (aged 14–19) who had recently given birth to describe how access to individual and social resources contributes to their resilience following childbirth and thus affects their ability to re-enroll in school. Nearly all the adolescent mothers in our study expressed a desire to return to school, and most of their families also emotionally supported adolescent mothers in these goals. Despite mothers’ high hopes and familial emotional support, only half of the adolescent mothers re-enrolled in the first six months following childbirth. Adolescent mothers’ re-entry trajectories were strongly affected by institutional support and by family members’ provision of instrumental support. To a lesser extent, support from partners and peers also played a role in re-enrollment. Multilevel interventions to maximise resilience following the onset of early motherhood may facilitate return to school and positively influence adolescent mothers’ health and well-being.

Violence, Suffering and Subversion: Notes from a Qualitative Study about Schooling Trajectories of Brazilian Young Homosexuals

ABSTRACT The objective of this article was to analyze the schooling trajectories of young homosexuals, as well as to verify situations that caused psychological distress in formal education environments. Three men who self-identified as homosexual participated in the research. Semi-structured, reflexive and group interviews were used as data collection methods and data were analyzed through Thematic Analysis. The participants’ accounts revealed four key themes. 1) It was evident that the participants experienced multiple forms of violence and discrimination and that they suffered psychological distress in educational environments. As a result, 2) participants tended to hide their sexual identities in the school environment, reinforcing psychological distress. A key explanatory theme in the young people’s accounts was 3) institutional neglect that centered on omissions and silences in the school context, thus reinscribing their invisibility. However, despite the detrimental environment and psychological distress, homosexual young men also 4) find ways to subvert and destabilize heteronormativity.

Trajectories of the deaf: a retrospective study based on the deaf and their family members

The article aims to analyze the narrative of deaf and family members of an assistance service for the deaf people, identifying more striking perceptions in their life trajectories. The qualitative approach research was carried out through semi-structured interviews with three hearing mothers and three deaf children, former members of a university service for the deaf offered in the inland cities of the state of São Paulo, since the 1970’s. The results showed that the aspects with the greatest impact for the participants return to the moment of diagnosis and forwarding to the referred specialized service; the challenges experienced in the school trajectory and the communication barriers still faced in the interaction with society.

Trayectorias migratorias y escolares de estudiantes transnacionales entre México y EUA

The article discusses the migration and school trajectories of young migrants in higher secondary and middle education in Mexicali, Baja California, Mexico and high school in Flagstaff, Arizona, USA. Applying semi-structured interviews with narrative elements to students from both countries, we show the school discontinuities that exist between the respective educational systems. We conclude that these "transnational students" are not being addressed in their cultural diversity and pose a challenge for educational institutions. Moreover, their experiences and support networks are not leveraged by educational policies nor by the monocultural and mono-national school institutions in both contexts.

Good practices, in educational inclusion experiences in a Higher Education Dependence

The Academic Body of Academic-Administrative Management of an Engineering Higher Education Unit studied school trajectories to contribute to school success in a group of students who a specialized institution warned that their prognosis of permanence in training as engineers was reserved. This study is oriented towards the inclusion of quality members of the Collegiate Corps who undertook the task of preventing their desertion, analyzing each case with the support of academic advice and tutorials. They were presented with various factors that influenced their career transition during this period, from school procedures, special programs, study habits, teaching methods, pandemics, etc. The satisfactory results are shown through a descriptive, historical-logical, documentary method, highlighting that 40% were favorable when they managed to conclude their higher education studies within their academic training.

Adolescentes em contexto de privação de liberdade no CENSE: concepções e perspectivas acerca da educação

A proteção às infâncias e juventudes no Brasil vem sendo debatida há muitos anos, culminando com a mudança de paradigma da situação irregular para a doutrina da proteção integral, com o advento do Estatuto da Criança e do Adolescente - ECA. Nessa perspectiva, além da responsabilização e reprovação da conduta infracional do adolescente, as medidas socioeducativas se configuram como uma das garantias da proteção desses sujeitos, presentes no ECA e, posteriormente, nas legislações pertinentes à Socioeducação. O presente estudo tem como objetivo analisar as concepções e perspectivas que os adolescentes em cumprimento de medidas socioeducativas de internação no CENSE de Santo Antônio da Platina, no Estado do Paraná, têm sobre a educação. A pesquisa é de natureza qualitativa e foi realizada a partir de revisão de literatura, pesquisa documental e de campo, sendo a coleta dos dados empíricos empreendida por meio de entrevista semiestruturada. Os sujeitos da pesquisa foram nove adolescentes internados no CENSE. Considerou-se que as particularidades na escolaridade e nas concepções sobre Educação que os adolescentes privados de liberdade têm, a partir de suas trajetórias escolares, incidem diretamente tanto no processo socioeducativo quanto nos seus projetos de vida. Sobretudo, buscou-se pensar em caminhos para uma maior efetividade do atendimento socioeducativo, principalmente no que concerne à Educação, partindo dos principais sujeitos deste processo, os adolescentes.

Role of multidimensional evaluations in the support of school trajectories of children with mild to moderate intellectual disability

IntroductionThere is a lack of objective evaluation with validated tools in school children with intellectual disability (ID). Standardized and validated tools, allowing children evaluations and follow-up, exist but are poorly used. Our action-study wishes to develop evaluation practices to better adapt to the specific needs of children with ID.ObjectivesWe evaluated the multidimensional profiles (cognitive, adaptative and behavioral) of children with ID attending regular or adapted school system.MethodsSchool children, aged 5 to 13 years old, with mild to moderate ID were enrolled in this French cohort study. The multidimensional evaluation consisted of a school evaluation grid proposed by the French educational system, a scale of school needs (GEVA-sco), an intellectual assessment (WISC IV), a behavior adaptative scale (Vineland II) and a behavior rating scale (the French Nisonger Child Behavior Rating Form (Nisonger CBRF)). The results of this multidimensional assessment were analyzed.ResultsBetween November 2014 and June 2016, 121 children were enrolled, 3 children were lost to follow-up. Analysis was performed on 118 children. Seventy one (60.2 %) were male. Fifty-two (44.1%) were aged 6 to 9 years. Sixty-eight (57.6%) children were in regular schools and 50 (42.4%) in adapted schools. Children in regular schools had a higher mean IQ score (57.5) than children in adapted schools (43.5). The adaptative behavior profile of children in regular school is less severe than in children in adapted schools.ConclusionsMultidimensional evaluations allow optimizing and personalizing support. Evaluation of adaptative behavior is more informative than cognitive profile which does not differentiate between children skillsDisclosureNo significant relationships.

A Comparison Differences in Students’ Perceptions Toward Using Teacher’s Feedback

This study aims to compare their perceptions between gender and their age toward using the teachers’ feedback in their classroom. This study applied a quantitative method with survey method, which allowed the data to be quantified and analyzed using statistical analysis. In collecting the data, the Questionnaire Feedback, Identification, School Trajectories that measure their perceptions about Effective Teachers’ Feedback (EFT) and Ineffective Teachers’ Feedback (IEFT) have been used. The samples are 125 students, who are 53 boys and 72 girls, also 17 and 18 years old. The data are analyzed by descriptive statistics. The findings showed that there were statistically significant differences perceptions among students across their genders (p≤0.001) on EFT perceived. Furthermore, there is a significant difference between 17 years old students and 18 years old students (p≥0.05) on EFT perceived. As the result, the students’ gender and their age have main effect, with girls perceiving are more effective than boys, which leads them to report receiving more feedback from their teachers when compared to boys, and 18 years old students’ percept more than 17 years old students on teachers’ feedback toward their reading achievement.

A Longitudinal Study on the Trajectories and Influencing Factors of Elementary School Adjustment: Applying Growth Mixture Model and Latent Class Analysis

Objectives The purpose of the study was to not only classify the latent class according to the trajectory of changes in the school adjustment of elementary school children in Grades 1–3, but also analyze the factors affecting school adjustment. Methods Data from the Panel Study on Korean Children of the Korea Institute of Childcare and Education were analyzed from wave 7 (2014) to wave 10 (2017). The growth mixture model was applied to derive the latent class according to the trajectory of changes in the elementary school adjustment of children in Grades 1–3. A multiple logistic regression analysis was conducted to analyze whether school readiness, social competence, play interaction, play interference, and play interruption affected the latent class classification of school adjustment. Results First, the growth trajectory of the sub-factors of school adjustment revealed the latent groups of 2 to 3. Second, the potential groups of school adjustment of elementary students in Grades 1–3 were identified as follows: (1) adaptation-decreasing, (2) high adaptation-stable, (3) adaptation-increasing, and (4) low adaptation-stable. Third, the factors that had significant effects on the latent class types of school adjustment were school readiness, social competence, and play interference. Conclusion The results of the study revealed the growth trajectories of elementary school children’s school adjustment, suggesting the importance of improving school readiness, social competence, and play competence, which affect school adjustment trajectories. Keywords: school adjustment, school readiness, social competence, play interaction, play interference, play interruption, growth mixture model, Panel Study on Korean Children

Infância confinada: liturgias de escolarização e privatização da Educação Infantil

Entre abril e outubro de 2020, no contexto da pandemia da Covid-19, o Conselho Nacional de Educação produziu um conjunto de orientações destinadas a regular as atividades de ensino não-presencial na Educação Básica. Tratamos de estudar e analisar essas indicações, em particular aquelas dedicadas à Educação Infantil, usando técnicas de análise de conteúdo. Como resultado deste estudo inferimos: a) a BNCC tem sido o principal dispositivo utilizado pelo Conselho para regular o trabalho docente e as atividades de ensino não-presencial; b) a Educação Infantil é tratada na perspectiva da preparação para trajetórias escolares futuras; c) a interlocução com organizações e redes empresariais foi privilegiada, em detrimento de associações ou órgãos representativos de docentes e de pesquisadores. Atuando de forma lenta e em sintonia com os interesses empresariais o CNE colabora para o aprofundamento da privatização em curso da educação pública.

School trajectory disruption among adolescents living with perinatal HIV receiving antiretroviral treatments: a case-control study in Thailand

BackgroundAdolescents living with perinatal HIV often experience difficult living circumstances that can impact educational achievement and thus their transition to adult life. We explored their school trajectories and evaluated the contribution of perinatal HIV-infection, in Thailand, where education is free and compulsory until the age of 15.MethodsWe used data from the Teens Living with Antiretrovirals (TEEWA) study, a cross-sectional case-control study conducted from 2011 to 2014 in Thailand. Participants were 707 adolescents living with perinatal HIV (ALPHIV, cases) aged 12–19 receiving antiretroviral therapy in 19 hospitals throughout Thailand and 689 HIV-uninfected adolescents (controls) living in the same institutions or, for those living in family settings, randomly selected from the general population and individually matched for sex, age, and place of residence. School trajectory disruption was defined as ≥1 year of academic delay or as early school dropout (before 15 years of age). Logistic regression models were used to assess factors independently associated with disrupted school trajectory and to estimate the proportion of school disruption attributable to HIV-infection. We used multivariate imputations by chained equations (MICE) to manage missing data and performed two sensitivity analyses to evaluate the main model’s reliability.ResultsThe study population’s median age was 14.5 years (58% female). School trajectory disruption was experienced by 37% of ALPHIV and 12% of the controls. After adjusting for sociodemographic factors, ALPHIV were 5 times more likely to experience disruption than controls (ORA =5.2 [3.7–7.2]). About 50% of school trajectory disruption was attributable to HIV-infection. Males and adolescents living in institutions were more likely to experience school trajectory disruption (ORA =1.8 [1.3–2.4] and ORA =11.0 [7.7–15.8], respectively). Among ALPHIV, neurocognitive difficulties and growth delay were significantly associated with disruption (ORA =3.3 [2.1–5.2] and ORA =1.8 [1.3–2.6], respectively). For those living in families, disruption was also associated with having a caregiver who had less than a secondary-level education (ORA =2.1 [1.1–3.9]) or having experienced stigmatization (ORA =1.9 [1.2–3.1]).ConclusionsHIV and contextual factors combine to aggravate the educational disadvantage among ALPHIV. The impact of this disadvantage on their life prospects, especially regarding access to higher education and professional achievement, should be further explored.

Trajetórias escolares dos/as adolescentes em conflito com a lei: Revisão sistemática e integrativa

O presente estudo trata de uma revisão sistemática e integrativa, tendo como objetivo a investigação das contribuições de pesquisas relacionadas às trajetórias escolares dos/as adolescentes (in)egressos/as em(de) medidas socioeducativas em meio aberto. A busca pelas produções científicas foi realizada a partir de critérios específicos junto às plataformas: Biblioteca Digital de Teses e Dissertações (BDTD/IBCT), Scientific Electronic Library Online (SciELO) e Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES). A metodologia envolveu a seleção de 105 trabalhos científicos que, após a leitura dos resumos, resultaram em seis produções que foram submetidas à leitura integral, para posterior análise integrativa. Constatou-se, desse modo, que as trajetórias escolares desses sujeitos são marcadas por processos de defasagem idade-série, repetências e evasão escolar. Apesar das marcas escolares negativas vivenciadas pelos/as adolescentes, a escola se constitui como uma instituição de “proteção”, sinalizando a necessidade de investimentos em práticas pedagógicas que reconheçam as peculiaridades desses indivíduos.

Migração intermunicipal de estudantes do ensino básico do Brasil entre 2007 e 2015

Apesar da escassez de trabalhos sobre o tema, pesquisas apontam para a importância de se considerar as trajetórias escolares dos estudantes brasileiros, tanto em termos das transições entre anos de estudo como os movimentos migratórios. Assim, o objetivo principal deste artigo é analisar os fluxos migratórios intermunicipais de estudantes do ensino médio no Brasil, entre os anos de 2007 e 2015, a partir de uma base de dados longitudinais do Censo Escolar, elaborada pelo INEP. Para períodos 2007-2008, 2010-2011 e 2014-2015, foram selecionados os fluxos dos alunos migrantes intermunicipais entre o 9º ano do Ensino Fundamental e o 1º ano do Ensino Médio; entre o 1º ano do Ensino Médio e o 2º ano do Ensino Médio; e entre o 2º ano do Ensino Médio e o 3º ano do Ensino Médio. Em média, pouco mais de 420 mil alunos migravam a cada ano, entre 2007 e 2015, nos anos escolares e períodos considerados (em torno de 5,0% do total de estudantes). Os padrões migratórios diferem: os migrantes promovidos apresentam maior diversidade de deslocamentos de curta distância e maior número de fluxos de longa distância quando comparados aos repetentes e evadidos. Em contrapartida, as trajetórias dos evadidos, por vezes, são opostas àquelas dos promovidos ou repetentes. Nossos resultados indicaram aspectos pouco conhecidos da realidade dos estudantes, servindo como ponto de partida para análises mais específicas sobre os diferenciais de trajetórias escolares e as dificuldades encontradas por alunos migrantes de todo o país. Palavras-chave: Educação, Migração, Brasil. Intermunicipal migration from Basic Education students in Brazil between 2007 and 2015 Abstract Despite the dearth of studies on the subject, researches point out to the importance of considering the school trajectories of Brazilian students, both in terms of the transitions between years of study and the migratory flows. Thus, the main objective of this paper is to analyze the intermunicipal migratory flows of upper secondary students in Brazil, between the years 2007 and 2015, from a longitudinal database of the school censuses, elaborated by INEP. For periods 2007-2008, 2010-2011 and 2014-2015, the flows of the intermunicipal migrant students were selected between the 9th grade of lower secondary and the 1st year of the upper secondary; Between the 1st year School and the 2nd year of the upper secondary; And between the 2nd year and the 3rd year of the upper secondary. On average, just over 420,000 students migrated each year, between 2007 and 2015, in the periods and grades considered (around 5.0% of the total students). Migratory patterns differ: Promoted migrants have a greater diversity of short-distance movements and a greater magnitude of long-distance flows when compared to repeating and dropout students. Also, the dropout trajectories are sometimes opposed to those of the promoted or repeating students. Our exploratory results indicated unknown aspects of the reality of the students, being a starting point for more specific analyses on the differentials of school trajectories and the difficulties faced by migrant students from all over the country. Keywords: education, migration, Brazil. Migración intermunicipal de estudiantes de enseñanza básica de Brasil entre 2007 y 2015 Resumen: A pesar de la escasez de estudios sobre el tema, las investigaciones señalan la importancia de considerar las trayectorias escolares de los estudiantes brasileños, tanto en términos de las transiciones de años de estudio como movimientos migratorios. Por lo tanto, el objetivo principal de este artículo es analizar los flujos migratorios de los estudiantes intermunicipales de la escuela secundaria en Brasil, entre 2007 y 2015 años, de un Base de datos longitudinales del censo escolar, elaborado por el INEP. Para los períodos 2007-2008, 2010-2011 y 2014-2015, los flujos de estudiantes migrantes intermunicipales fueron seleccionados entre el noveno grado de la escuela primaria y el primer año de la escuela secundaria; entre el primer año de la escuela secundaria y el segundo año de la escuela secundaria; y entre el segundo año de la escuela secundaria y el tercer año de la escuela secundaria. En promedio, poco más de 420.000 estudiantes migravan cada año, entre 2007 y 2015, en los períodos y años de estudio considerados (alrededor del 5,0% del total de estudiantes). Los patrones migratorios difieren: los migrantes promovidos presentan mayor diversidad de desplazamientos de corta distancia y mayor número de flujos de larga distancia en comparación con los repetidores y evadidos. En cambio, las trayectorias de los evadidos, a veces, son opuestas a aquellas de los promovidos o repetentes. Nuestros resultados indicaron aspectos poco conocidos de la realidad de los estudiantes, sirviendo como punto de partida para análisis más específicos sobre los diferenciales de trayectorias escolares y las dificultades encontradas por alumnos migrantes de todo el país. Palabras clave: educación, migración, Brasil.

Gráficas de trayectorias escolares de estudiantes de bachillerato

Para las autoridades escolares es importante conocer cómo los alumnos de su institución avanzan en sus estudios, porque de esta forma pueden detectar cualquier tipo de dificultades que se presenten; sin embargo, esa información no siempre se la conoce a tiempo. El objetivo de esta investigación es proponer una metodología que permita visualizar las trayectorias escolares de los estudiantes y de esta forma se identifiquen las dificultades que tienen en la asignatura de matemáticas. Para mostrar el potencial de la metodología, se investigó a los alumnos de bachillerato de una institución educativa ecuatoriana entre 2015 y 2019, se procesaron sus calificaciones y se generaron gráficas de trayectorias escolares que presentan la evolución de sus calificaciones durante el período escolar. Mediante esta metodología se facilita la identificación de trayectorias individuales de bajo rendimiento, además, se encontró que las actividades colaborativas tienen calificaciones más altas que las individuales, también se evidenciaron las diferencias de rendimiento entre cursos. La presentación de las calificaciones mediante gráficas es una herramienta poderosa para la gestión académica, ya que facilita la detección de dificultades y la toma de decisiones oportunas.

Entre duas culturas e dois modelos nos espaços escolares: diálogos sobre a deficiência

O artigo reflete acerca do direito à educação das pessoas com deficiência, particularmente no seu percurso escolar e nas dinâmicas de sociabilidade e possibilidades de aprendizagem. A questão da deficiência, na sua interface com a obrigatoriedade de educação escolar, tem sido tema de numerosas políticas públicas desde a Constituição Federal de 1988, mas os resultados dessas políticas ainda estão longe de mostrar um bom desempenho. Assumimos que as chances de reconhecimento e de aprendizagem derivam de complexas articulações entre quatro grandes construtos teóricos e com implicações nas práticas e modos de lidar com a deficiência: a cultura escolar, as culturas juvenis, o modelo médico e o modelo social da deficiência. O artigo apresenta esses quatro construtos, discutindo suas origens e configurações de modo breve, e os toma como ferramentas para ajudar a pensar diretrizes educacionais inclusivas. A partir de cenas oriundas de projetos de pesquisa que realizaram etnografia em escolas, ensaia considerações sobre as possibilidades de inclusão de pessoas com deficiência nas trajetórias escolares.

Various reasons, various trajectories? Interrupted schooling among Polish upper secondary school students

ABSTRACT The aim of the study was to assess the scale of various interrupted schooling trajectories among Polish youth, and to identify the differences and similarities between students following these trajectories and their reasons for interrupting education. In a dataset of 5,414 young Polish adults, we identified 343 (6.3%) learners who left upper-secondary school at least once and followed one of four interrupted schooling trajectories: school non-completion, school switching non-completion, school switching completion and ISCED 3 graduates’ non-completion. They differed from non-interrupted learners in the type of first attended upper-secondary school, gender and socio-economic status, although the pattern of differences varied depending on the trajectory. We also observed differences between interrupted trajectories in the above-mentioned characteristics, as well as in reasons for leaving or switching school, which gives evidence of heterogeneity among interrupted learners. This heterogeneity appeared also in groups usually analysed together, such as early school leavers, which should be taken into account in future studies. Moreover, the analyses showed important similarities between the school non-completion trajectory, which is usually covered in studies, and the ISCED 3 graduates’ non-completion trajectory, which to date remained unrecognised. The results served as a basis for policy recommendations.

O discurso sobre a dislexia no DSM-5 e suas implicações no processo de medicalização da educação

A medicalização da infância e da adolescência se articula com a medicalização da educação com relação às “doenças do não aprender”. Nesse contexto, o diagnóstico da Dislexia é legitimado pelo DSM, Manual Diagnóstico e Estatístico de Transtornos Mentais, utilizado pelos profissionais da saúde. O objetivo deste artigo é analisar o modo como as classificações diagnósticas do DSM-5 faz efeito na medicalização do processo de apropriação da leitura. Os dados foram analisados a partir da Análise Dialógica do Discurso. Os resultados revelaram que o discurso médico, materializado no texto do DSM, implica diretamente na medicalização da educação. O DSM-5 apresenta uma versão da Dislexia que desconsidera a história e o contexto sociocultural no qual os estudantes ou adultos em circunstâncias não escolares, manifestam ou têm produzido sintomas na leitura. A ideologia na qual o documento se baseia se insere numa perspectiva biologizante, na qual os problemas específicos à aprendizagem do ler decorrem de desordens neurobiológicas e, portanto, podem ser medidos facilmente, por meio de medidas padronizadas. As consequências desse modo de olhar têm desdobramentos significativos que marcam a trajetória escolar e contribuem com a configuração de uma história que passa a ser marcada pela incapacidade de aprender.