Summer school: A critical analisis based on school psychology Recuperação escolar: Uma análise crítica a partir da psicologia escolar

item.page.type
Artigo
Date
2014
item.page.ispartof
Psicologia Escolar e Educacional
item.page.citationsscopus
2
Authors
Caldas R.F.L.
De Souza M.P.R.
publication.page.advisor
Journal Title
Journal ISSN
Volume Title
publication.page.board
publication.page.program
Abstract
This article describes a part of a study on Summer School, based on the Cultural-Historical Psychology theory that has the purpose to: a) establish a critical analysis, applying the concepts of school psychology about Summer School programs on the public system of São Paulo; and b) understand the personal sensations of educators, mothers and students regarding Summer School. This ethnographic research, which has a qualitative characteristic, used the following procedures: participative observations; individual interviews with coordinators, teachers, students and mothers; and student's drawings. The results demonstrated a huge distance between the official proposals and its achievement in the daily routine inside the school. The search for a meaning for the Summer School has taken us to conclude that such method represents more a space of impossibility than a place to potentialities. The Summer School classes cause a negative effect of the "not knowing" crystallization, resulting in teachers who are dismissed from their roles to teach, and students who give up on their possibilities to learn.
Description
Keywords
item.page.scopussubject
Citation