THE SOCIAL REPRESENTATIONS OF TEACHERS AND STUDENTS WITH AGE-GRADE DISTORTION ABOUT TEACHING AND LEARNING: AN ANALYSIS THROUGH DRAWING

Abstract

Age-grade distortion is a school phenomenon present in the Brazilian educational system. This study investigated the social representations of teachers and students regarding age-grade distortion. The theoretical-methodological framework of this research is based on the Theory of Social Representations. The sample consists of 14 teachers and 341 students from 14 elementary schools. During the study, we described and analyzed the social representations of teachers and students regarding age-grade distortion through iconographic records. The data obtained through the drawings were categorized and analyzed by themes. The results obtained indicated that social representations are organized around the age-grade distortion as a consequence of internal issues of the student's own responsibility and external issues linked to the student's family. These considerations point to anchored and objective practices throughout the students' school career that end up generating school exclusion.