A school, multiple perspectives: assessment and remedial education in school daily life

Authors

  • Flora Lima Farias de Souza Faculdade de Pimenta Bueno - FAP
  • Marli Lúcia Tonatto Zibetti Federal University of Rondônia image/svg+xml

DOI:

https://doi.org/10.5212/PraxEduc.v.11i2.0005

Abstract

The text discusses the relationships produced within a public school in Porto Velho, Rondônia, Brazil, surrounding the assessment and remedial classes processes of learning in the final years of elementary school, from an investigation through the school psychology referential. The study, of a qualitative nature, used document analysis, interviews and observations. The results show, on the one hand, the historical struggle of a peripheral community for access to education and, on the other, the difficulties of different orders that are interposed between the school achievement and the quality of education offered. The pseudo-autonomy in the planning and development processes of pedagogical practice, the precariousness of the school, the teachers’ working conditions and the conflicting relationships between students and teachers are among the problems highlighted.

 

Keywords: Elementary education. Everyday school-life. Public policies.

Author Biographies

  • Flora Lima Farias de Souza, Faculdade de Pimenta Bueno - FAP
    Professora dos cursos de Pedagogia e de Psicologia da Faculdade de Pimenta Bueno (FAP). Graduada em Pedagogia e Mestre em Psicologia pela Universidade Federal de Rondônia.
  • Marli Lúcia Tonatto Zibetti, Federal University of Rondônia
    Professora Associada da graduação e do Mestrado em Psicologia da Universidade Federal de Rondônia. Mestre e Doutora em Psicologia Escolar e do Desenvolvimento Humano pelo Instituto de Psicologia da USP. Pós-Doutora pela Faculdade de Educação da USP.

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Published

2017-03-21

Issue

Vol. 11 No. 2 (2016)

Section

Artigos

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How to Cite

A school, multiple perspectives: assessment and remedial education in school daily life. Práxis Educativa, [S. l.], v. 11, n. 2, p. 394–409, 2017. DOI: 10.5212/PraxEduc.v.11i2.0005. Disponível em: https://revistas.uepg.br/index.php/praxiseducativa/article/view/7067. Acesso em: 30 apr. 2026.