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Busca identificar no discurso do magisterio suas percepcoes sobre a causalidade do fracasso escolar na escola publica. Parte do pressuposto de que essas percepcoes sao fundamentadas em representacoes sociais, modos de compreender e explicar a realidade educacional, que se constituem em guias da acao pedagogica. A pesquisa e qualitativa. Os dados foram coletados em debates com professores oie seis municipios, a quem foram apresentadas estatisticas sobre o desempenho das escolas do municipio e do Estado. A analise de conteudo revelou linhas de pensamentos bastante semelhantes em todos os municipios considerados. Cinco categorias de determinantes foram identificadas. Em geral, as percepcoes docentes deslocam o eixo da causalidade do fracasso escolar para as condicoes economicas e socio-psicologicas da crianca e de sua familia, eximindo o professor de responsabilidades.AbstractThis study aimed at indentifying in the teachers discourse their perceptions about the causality of academic failure in the public schools. It was based on the assumption that causal perceptions are derived from their social representations, ways to Understand and explain the educational reality, which are guides of teacher pedagogical behavior. The research was qualitative. The data were collected in debates with teachers from six counties to whom were presented Statistics about the educational performance of the schools in the state and the counties. Content analysis revealed similar thinking in ali six counties. Five categories of determinants were identified. In general, their causal perception place the locus of the causality of school failure in the economic and socio-psychological conditions of the students and their families and exempt teachers from responsibility in the problem.ResumeCette recherche a envisage identifier au discours du corps enseignant les perceptions sur la causalite de 1'echec des ecoliers a 1'ecole publique. On a parti de la presupposition de que ces perceptions sont etablies a des representations Sociales, des facons de comprendre et d'expliquer la realite de Leducation, lesquelles se constituent guides de 1'action pedagogique, ha recherche a ete qualitative. Les donnees ont ete recueillies en debats avec les professeurs de six "municipios" a qui ont ete presentes des tableaux statistiques sur la performance des ecoles du "municipio" et de "VEstado". Uanalyse du contenu a revele des lignes de pensee tres semblables dans tous les "municipios" consideres. Parmi les determinants ont ete identifiees cinq categories. En general les perceptions du corps enseignant deplacent Vaxe de la causalite de Vechec des ecoliers vers les conditions economiques et socio-psychologiques de 1'enfant et de sa famille, en exemptant le professeur de sa responsabilite.ResumenEsta pesquisa ha buscado identificar en el discurso del profesorado Ias percepciones sobre la causalidad del malogro escolar en la escuela publica. Se ha partido del supuesto de que esas percepciones son fundamentadas en representaciones Sociales, maneras de comprender y explicar la realidad educacional, Ias cuales se constituyen en guias de Ia accion pedagogica, La pesquisa fue cualitativo. Los datos fueron reco-lectados en discusiones con profesores de seis "municipios" a quienes fueron presentados mapas estadisticos sobre la actuacion de Ias escuelas del "municipio"y del "Estado". El analisis del contenido ha evidenciado lineas de pensamiento bastante semejantes en todos los municipios considerados. Cinco categorias de determinantes fueron identificadas. En general Ias percepciones docentes transfieren el eje del malogro escolar para Ias condiciones economicas y socio-psicologica del nino y de su familia, eximiendo al profesor de su responsabilidad.

As Percepções sobre a Causalidade do Fracasso Escolar no Discurso Descontente do Magistério