The question of reprobation and its implications at the pedagogical practice

Abstract

This work deals with partial results of an integrated research undergone by a group of researchers joined to the Master Education Program  / UCDB, focusing on the problem of the reprobation by the teacher conception and its implications at the pedagogical practice. The group has carried a work out since 2000 joined to the fundamental teaching at the public schools (State and Municipal)in Campo Grande, Mato Grosso do Sul, with partnership among UCDB and the State and Municipal Educational Offices. The objectives of the research are: to investigate the reading which the teachers of the Municipal Fundamental Schools in Campo Grande / MS  have about the reprobation and to analyse the implications of the conception of the teacher role about the question of reprobation at the pedagogical practice. It is evidenced that the reading of the teachers from the Municipal Fundamental Schools in Campo Grande / MS about the reprobation hypothesis of 50% of the students in a determined group can be categorized in the following way: 25% of the total respondents agree with this rate of reprobation; 65% of the total respondents disagree with this rate of reprobation; 10% of the total respondents do not know, did not answer or let the question without answer. Although it is not a concluded research, the data show that there is an improvement at the understanding of the teacher about the influence of the different contexts at the development of the student.