Abstract

DAMASCENO, Monica Araújo  and  NEGREIROS, Fauston. Teachers, Failure and School Success: A Study in the Brazilian Educational Context. Rev. Psicol. IMED [online]. 2018, vol.10, n.1, pp. 73-89. ISSN 2175-5027.  http://dx.doi.org/10.18256/2175-5027.2018.v10i1.2572.

The present research had the objective of apprehending the knowledge elaborated by teachers about their role in school failure. School failure can be understood when concepts, values, knowledge and citizenship have not been internalized by the student during his or her school career. It was a qualitative study of the ex post facto type. A total of 562 teachers participated, who answered the question: What is the teacher's role in school success / failure? Semi-structured interviews were analyzed through the Descending Hierarchical Classification (CHD) made by Iramuteq software. The results show three classes in the corpus, in CHD, class 2: "The teacher's role in school failure" represents 52.29% of the corpus, class 3: "The teacher as main agent in the learning process" representing 35, 05% and Class 1: "The strategies needed for success" representing 12.66%. Thus, in their role, teachers identified themselves with the role of mediator of learning and with the constant need to update themselves and to seek innovative techniques. It is understood that the studies do not end with this research and it is expected that it will contribute to future studies on the subject.

Keywords : Teachers; School Failure; School Success; Education.

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