Desempenho discente: concepção dos alunos e professores de uma escola pública estadual do município de Sapeaçu, Bahia

Abstract

Several factors influence the behavior and academic performance of students. Such factors may be related to the characteristics of the students themselves and/or to school and pedagogy used. In this context, this research was developed with the objective of analyzing the strategies and concepts used by teachers and students to qualify school performance. The study was realized in the State School, in Sapeaçu - BA, with the participation of six teachers and sixteen high school students. The perspective of qualitative research with descriptive character was adopted. The information was collected through semi-structured individual questionnaire containing open and closed questions. The results show that teachers are unsatisfied with the performance of their students and consider the intrinsic factors to the student who most affect this performance are interest and motivation. In the opinion of instructors, the characteristics that are more related to school performance are the fact that the student has good grades, be smart and have good behavior. However, some of teachers have trouble creating strategies to improve the performance of students. In contrast, the vast majority of students consider their academic performance are good and participation and interest as the main characteristics related to satisfactory performance. For students, investment in the qualification of teachers and the achievement of practical classes are actions that improve school performance. The research shows that teachers and students have different conceptions about the characteristics related to school performance, indicating a need for more dialogue and interaction, for greater efficiency of the teaching-learning process.