Considerations about school failure according to the bioecological theory of human development
DOI:
https://doi.org/10.26512/lc31202555590Keywords:
School failure, Bioecological Theory of Human Development, School lifeAbstract
The experience of grade retention among students at a public school was studied based on the Bioecological Theory of Human Development, through interviews with ten adolescents and seven teachers. The data were analyzed using content analysis, with the objective of understanding the impacts of grade retention on the development of high school students. The results showed that although teachers did not fully understand or agree with grade retention, they still upheld it, believing it to be a matter of fairness and an opportunity for students to mature. The students took responsibility for their retention, which led to negative consequences such as academic delays, separation from friends, and conflicts with parents, resulting in the establishment of Inverse Proximal Processes during the retention period. Furthermore, students attributed retention to personal characteristics categorized as Force and Resource, believing they had failed due to lack of interest or intellectual incapacity. Nevertheless, the students also expressed a reinterpretation of the experience, viewing grade retention as a second chance to learn and mature.
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