Social representations of school failure in Brazilian public schools. A framework for understanding and change.

Autor/inn/en	Gama, Elizabeth M. P.; Meyrelles de Jesus, Denise
Titel	Social representations of school failure in Brazilian public schools. A framework for understanding and change.
Quelle	Aus: Research on sociocultural influences on motivation and learning. Greenwich, Conn.: Information Age Publ. (2001) S. 101-118Verfügbarkeit
Beigaben	Literaturangaben 26
Sprache	englisch
Dokumenttyp	gedruckt; Sammelwerksbeitrag
Schlagwörter	Bildungsinteresse; Attribution; Soziale Herkunft; Schule; Lehrer; Schüler; Schulversagen; Schülerleistung; Armut; Abbruch; Leistung; Brasilien
Abstract	Confronted with the high incidence of elementary school failure in Brazil, the authors asked public school teachers to explain the cause of this problem. Their findings and other supporting studies show very similar explanations and thinking. [Failure is connected with poor socioeconomic conditions of the family; family's lack of interest in the student's school work; student's lack of personal effort; responsibility of the school]. Faced with such shared beliefs, they conclude that teachers apparently have developed their own social representations about the causality of school achievement. Philosophical and psychological theories about schooling, achievement and poverty appear to have been reelaborated and come to constitute a new paradigm for them. Once established, they guide everyday thinking and behavior and the authors suggest this may promote the perpetuation of social exclusion in the school system. (DIPF/orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2003_(CD)