Representações sociais sobre o não-fracasso escolar: um estudo comparativo entre alunos da rede pública e particular de ensino do interior do estado do Rio de Janeiro

Abstract

The present study aimed to investigate the social phenomenon of school non-failure, seeking to compare individuals from public and private schools. This research justifies the need to investigate the positive factors in the school environment. We use as main reference for this investigation the Theory of Social Representations of Serge Moscovici, seeking from the structural approach of Jean-Claud Abric to identify the central and peripheral nucleus of these social representations. Questions related to the history of school failure, pedagogical ideas, national data of approval and disapproval were presented. It was a qualitative research, where we used in the data collection the task of free evocation of words from the term inductor "passar de ano" that also allowed a semantic analysis of these answers and also we used the Inventory of Academic Goals - IMA, which allowed to evaluate goals / objectives of academic achievement in the participants. The research was carried out in public and private schools in the state of Rio de Janeiro, involving 193 individuals, 86 individuals enrolled in public schools and 107 enrolled in private schools attending the last year of high school. The results revealed that the terms "dedication", "faculty", "grades" and "work" were the most evoked by public school students, as the probable central nucleus of social representation and for students in schools the most evoked terms were "relief" and "effort", these being the probable central nucleus of the social representation of this sample. The IMA showed that there were no significant differences between students in public schools and private schools in terms of academic goals.