Problems of context and impact on children's schooling

Abstract

The content presents as a need to contemplate beyond the classroom, the influence of contexts as a factor that affects the achievements of expected competencies proposed by official schooling programs. The experience where the narrative begins originates in supervision of practice of undergraduate students in primary education, which led to contrast performances and practical problems of real work that are enunciated in ordinary languages of teachers.

The march begins with the hypothetical statement that they are not only school problems, the observations lead to consider the external implications of context. So it is undertaken to apply instruments for data collection that are put to scrutiny with triangulation technique for its validity, Triangulations between observations, narrative data and contrast with theoretical elements.

The study offers among some findings that, the interest of the child in school stage after vital satisfactions, is the repository of superfluous consumption learned in proximity to adult society.

The taste, interests and significance of children's schooling seem to be dissociated from the institutional purposes on which the public school is founded. Hence the need to find a meaning for school literacy.

DOI:https://doi.org/10.56238/alookdevelopv1-193