Descrição
This paper aims to present a survey experience which sought to understand the meanings of school reprobation and the elements related to it by students on the last grades of elementary public schools in São João del-Rei, Minas Gerais. Presently, the investigated teenagers attended the regular teaching program and Programa Acelerar para Vencer (PAV), implemented by the state government in 2008. We take as basement some contributions from theoretical and methodological perspectives of interactionism, especially the ethnomethodological aspect. The study showed that meanings given to the school reprobation vary from rejection and belief in its disciplinary power. We noticed by the students’ speeches that reprobation is only seen as a failure by those students who see school as the only way to achieve professional success.||http://dx.doi.org/10.5902/198464445113Este artigo tem como objetivo apresentar uma experiência de pesquisa que buscou compreender as significações da reprovação escolar e os elementos a ela relacionados por alunos das últimas séries do Ensino Fundamental em escolas públicas do município de São João del-Rei, Minas Gerais. Os adolescentes pesquisados frequentam o ensino regular e o Programa Acelerar para Vencer (PAV), implementado pelo governo mineiro em 2008. Tomamos como embasamento as contribuições das perspectivas teórico-metodológicas do interacionismo, sobretudo na sua vertente etnometodológica. O estudo revelou que os sentidos conferidos à reprovação oscilam entre a rejeição e a crença no seu poder disciplinador. Notamos na fala dos alunos que a reprovação só é vista como uma situação de fracasso para aqueles que vêem a escola como o único caminho para o sucesso profissional.Abstract: This paper aims to present a survey experience which sought to understand the meanings of school reprobation and the elements related to it by students on the last grades of elementary public schools in São João del-Rei, Minas Gerais. Presently, the investigated teenagers attend the regular teaching program and Programa Acelerar para Vencer (PAV), implemented by the state government in 2008. We take as basement some contributions from theoretical and methodological perspectives of interactionism, especially its ethnomethodological aspect. The study showed that the meanings given to the school reprobation range from rejection and belief in its disciplinary power. We notice in the students’ speeches that reprobation is only seen as a failure by those students who see school as the only way to professional success.
