| dc.description.abstract | The study of school failure proves to be relevant and evident, since their incidence nowadays as well as clinic, individual, and social implications that may affect the people involved. Therefore, this dissertation aimed to understand school failure, defined as distortion between age and the school year attended of two or more years, through the perception of adolescents with a history of school failure as well as their parents and teachers. It is composed of three studies, presented in the form of papers. The first one presents a systematic literature review on school failure in elementary school, from January 2009 to May 2014, in order to analyze the year and country of publication, the focus of the studies, the concept of school failure adopted, the methodological aspects, and the main results. The second paper aimed at understanding the causes and the experience of school failure through the perception of adolescents affected by it, as well as their parents and teachers. Finally, the third study aimed to characterize the work done in the learning accelerated classes in a public school in São Leopoldo - RS, and the effects in adolescents with a background of school failure, their parents and teachers. The empirical studies were qualitative, descriptive, and cross-sectional and their participants formed three distinct groups: adolescents, parents, and teachers, which participated in Focus Groups. It is expected that the data derived from studies contribute as a source of theoretical and empirical information to professionals in the fields of education and health who work with children and adolescents with a history of school failure, so that they may reflect and (re)adjust to this complex and multidimensional phenomenon. | en |
