Abstract

GOMES, Claudia  and  SOUZA, Vera Lucia Trevisan de. Learning failures, personal perceptions and exclusions in the process of school attendance. Rev. psicopedag. [online]. 2009, vol.26, n.79, pp. 41-47. ISSN 0103-8486.

School inclusion actions, seems to be opposite from the present pedagogical practices, which are inefficient to really embrace students with special needs. The present research focus on exploring how education professionals face students' learning failures. The study used a qualitative approach method and had as participants 4 teachers of a private school located in ABCD region of São Paulo-Brazil. Researcher/participants conversations during seven months of daily school visitations were the main resources of this project. The obtained information were first studied and after organized into indicators of category. The research states that the main indicator which guides the participants' pedagogical practices is one that judges learning failures as something from outside school relationships. This common opinion tends to tear students' potentialities down. Discrimination is present at teachers' judgment of some special students, judgment often based on standard models of evaluation; and this common sense has been modeling the present school inclusion reality. Thinking students who failure to learn as unable to act and to participate means completely the opposite from the last inclusion actions done in schools. The excluding situation makes students' new opportunities - for social and personal relationships- be far away.

Keywords : Underachievement; Student dropouts; Inclusion.

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