Abstract:
Learning or behavior difficulties that hinder children´s school progress resulting in failure or abandonment are here the objects of historical analysis. We verify how these difficulties are approached, in the 1930s issues of the Revista de Educação, a journal created in 1927 by the Diretoria Geral da Instrução Pública de São Paulo. In the selected set of documents, we identify which texts approach those difficulties, how they are characterized by their authors. While examining these texts, we realize the presence of an ethos that takes child or his familiar and social environment as responsible for his school failure. In a dialogue with the literature, we associate this pedagogical ethos permanence with the way modern school operates.
Keywords:
pedagogical ethos; educational journal; school failure