O sentido pessoal da escola e o sofrimento em adolescentes com dificuldades no processo de escolarização

Abstract

Considering that the stage of adolescence is the most turbulent period of human life, this research aims to clarify the personal sense of the school and suffering in students who have difficulties in the process of schooling, history of disapproval, diagnosing learning disorders and/or involvement in situations of school violence. It seeks understanding, through the perspective of the student and of the theoretical framework of Cultural-Historical Psychology, which is based on Dialectical and Historical Materialism, the features and the way in which these various forms of suffering appear in these students on the way to failure in their student life, with a view on the hypothesis that not learning, by itself, is already a suffering generator in potential to the students. So, the first section of this research discusses education and the production process of school failure, seeking the understanding of the complaints made by schools, the difficulties in educating these students and their correlations with the grief process. It also focuses, based on Historical-critical Pedagogy, on the proposal of an education that really admires the transmission-assimilation of knowledge systematized and human emancipation, aimed at tackling the current form of social organization that produces the scholastic failure. The second section, in turn, looks at how Cultural-Historical Psychology comprises the process of constitution of the individual, the human personality and of man as a social and generic. To do so, some fundamental concepts for understanding the suffering and human development, such as the experiences, emotions, feelings, personal meaning and alienation are investigated. The third section enters the school reality through a field research conducted in a Parana State public school. It seeks a pick up spot, through case studies with four teenage students on the sixth grade, what these students, as well as their mothers and teachers, think about the difficulties in the process of schooling. Finally, the last section emphasizes the analysis of data collected through field research, to discuss, in the light of the theoretical contribution presented, the main results obtained in the case studies. In this manner, it is concluded that the suffering among teens with difficulties in the schooling process is real, caused by historical and social issues that not only contribute to school failure, but also produce it, causing problems with regard to the assignment of personal direction to school, the lack of interest by the study activity and the alienation of these students, converging to the non-acquiring of knowledge that is historically developed and for a humanization which doesn't fully happen.