Documente Academic
Documente Profesional
Documente Cultură
2/2013
Annals of the Constantin Brncui University of Trgu Jiu, Education Sciences Series, Issue 2/2013
150
Analele Universitii Constantin Brncui din Trgu Jiu, Seria tiine ale Educaiei, Nr. 2/2013
negative att n plan psihologic individual, confidence in their capabilities and capacities
respectiv o alterare a imaginii de sine a to develop a fear of reaching failure and
elevului n cauz, care i va pierde tot mai socially, for school failure made permanent
mult ncrederea n propriile posibiliti i "stigma", "label" and leads to social exclusion
capaciti, ajungnd s dezvolte o team de with increased levels of deviant and criminal
eec, ct i pe plan social, pentru c eecul behavior. The dropout based on several
colar permanentizat stigmatizeaz, factors may vary, but most of them are
eticheteaz i conduce la o marginalizare sometimes associated. The student faces a
social cu un nivel crescut de comportamente number of challenges that school main
deviante i infracionale. Abandonul colar causes: themselves, their parents and family,
are la baz mai muli factori care pot fi school, local community, etc.
diferii, dar cel mai adesea asociai. Elevul se There are several concepts that are
confrunt cu o serie de dificulti colare care interrelated and whose meaning is
au ca principale cauze: propria persoan, interwoven, giving us an insight into the
prinii i familia, coala, comunitatea local phenomenon of school deviance. These are:
.a. deviant behavior, juvenile delinquency,
Exist cteva concepte care sunt scholar deviance and deviance in school
corelate i a cror semnificaie se curriculum, and the relationship between
ntreptrunde, oferindu-ne o imagine asupra them can be depicted in the diagram fig. 1 [2]:
fenomenului de devian colar. Acestea Early school leaving is characterized
sunt: comportamentul deviant, delincventa by premature leaving the school. In social
juvenil, deviana n coal i deviana plan, often we associate it with early juvenile,
colar, iar relaia dintre ele poate fi redat n with drug use, disorganized family life. The
diagrama fig. 1 [2]. abandonment can be characterized by total or
Abandonul colar se caracterizeaz partial absenteeism. The part has different
prin prsirea prematur a colii. n plan causes depending on the area, rural or urban.
social, de multe ori abandonul se asociaz cu The abandonment in urban areas may be due
delincvena juvenil, cu recurgerea la to the influence of the circle of friends of the
droguri, cu viaa de familie dezorganizat. child, the attractions that the city exerts on it.
Abandonul poate fi caracterizat prin The area is influenced by the village, the help
absenteism total sau parial. Cel parial are that children need to give parents in farm
cauze diferite n funcie de zon, rural sau work. Jigau states that the concept of school
urban. Abandonul n zona urban poate fi failure may vary from one country to another,
cauzat de influena cercului de prieteni from one school to another, from one school
asupra copilului, de atraciile pe care oraul system to another [3]. The meanings that the
le exercit asupra acestuia. Cel rural este most common uses are:
determinat de condiiile satului, de ajutorul early school abandonment;
pe care copiii trebuie s i dea prinilor n gap between personal potential and
muncile agricole. results;
Jigu precizeaz c noiunea de eec leaving school without a
colar poate varia de la o ar la alta, de la o qualification;
coal la alta, de la un sistem de nvmnt Individual learning difficulties;
la altul[3]. Sensurile cele mai uzuale pe care repetition;
le folosete sunt urmtoarele: illiteracy;
abandonarea precoce a colii; inability to achieve pedagogical
decalajul ntre potenialul objectives;
personal i rezultate; failure to finals.
prsirea colii fr o calificare;
Annals of the Constantin Brncui University of Trgu Jiu, Education Sciences Series, Issue 2/2013
151
Analele Universitii Constantin Brncui din Trgu Jiu, Seria tiine ale Educaiei, Nr. 2/2013
Annals of the Constantin Brncui University of Trgu Jiu, Education Sciences Series, Issue 2/2013
152
Analele Universitii Constantin Brncui din Trgu Jiu, Seria tiine ale Educaiei, Nr. 2/2013
economic sczut (cauza fiind, aadar, strict school vocational education. Children living
de ordin economic; a se vedea criteriile de in poor families were less likely to complete
ntocmire a IDU i relaiile dintre cei trei school education itself. Economic status
factori participani). correlated with school dropout is measured by
n Romnia rata abandonului este variables such as:
prezentat n tabelul din fig. 3. Training and education level of
Dup cum putem observa, rata parents;
abandonului n anul colar 2009-2010 este n Fathers profession;
cretere fa de cea din anul colar precedent. Family income and their living
Situaia nu este deloc favorabil, deoarece s-a standard.
considerat c pierderile economice i sociale 2.2 Individual factors
au fost cu mult mai ridicate n cazul unui They refer to the students personal
abandon la nivelul nvmntului primar i ability to react, meaning that the personal
gimnazial, dect n cazul nvmntului resources of wealth and the quality of
liceal. ncepnd cu anul colar 2006-2007 a adaptation schemes that means that some
avut loc o cretere considerabil a ponderii students have a greater potential for
abandonului colar la nivelul nvmntului adaptation, others a lower (are more rigid, less
profesional. permissive in relationships with others). An
Copiii care triesc n familii srace au important role is represented by the presence
anse mai mici de a-i nusi o educaie of the mother in the childs life. When the
colar complet. Statutul economic corelat child has lived in a family where the mother
cu abandonul colar este evaluat prin was present every day, the child development
variabile de genul: went normal. Otherwise, he may have some
a) gradul de instruire i educaia mental disorders, such as hiperemotiability,
prinilor; phobias, anxiety etc. It may appear
b) profesia tatlui; hospitalism (excessive nervousness and
c) venitul familiei i nivelul de via al apathy, indifference, may even reach mental
acesteia retardation if the student lives in a state of
2.2 Factori individuali prolonged isolation).
Acetia se refer la capacitatea personal Childs mental peculiarities can
a elevului de a reaciona, adic de resursele negatively influence his academic
personale, de bogia i calitatea ,,schemelor performance. Labels as weak student, bad
de adaptare'' ce se refer la faptul c unii student lowers the self-esteem reduce
dintre elevi au un potenial mai mare de confidence in their own forces and the people
adaptare, iar alii unul mai redus (sunt mai surrounding it. Under these conditions, the
rigizi, mai puin permisivi n relaiile cu lack of resources to overcome this difficulty,
ceilali). Un rol important este reprezentat i these children seek to stand out, often through
de prezena mamei n viaa copilului. n deviant behavior. Unwillingness (or limited
condiiile n care copilul a trit ntr-un mediu availability), low aspirations, interests of
familial n care prezena mamei era cotidian, motivation, insufficient development of
dezvoltarea copilului a decurs normal. n caz cognitive ability to work and others may have
contrar, acesta poate prezenta anumite an acute negative effect on the students
tulburri psihice, cum ar fi hiperemotivitate, academic work, the results of his work. Also,
fobii, anxietate etc. Poate aprea the students health status can influence the
hospitalismul (nervozitatea excesiv sau success or failure / failure of his school.
apatia, indiferena, poate ajunge chiar la 2.3 The family
retardare mintal, dac elevul triete n stare Family is the first and most important
de izolare prelungit). life contexts, with a special role in the
Annals of the Constantin Brncui University of Trgu Jiu, Education Sciences Series, Issue 2/2013
153
Analele Universitii Constantin Brncui din Trgu Jiu, Seria tiine ale Educaiei, Nr. 2/2013
Particularitile psihice ale copilului pot socialization of children. Family gives to the
influena i negativ randamentul su colar. child a sense of security, which alone enables
Etichetrile ca elev slab, elev ru duc la him to emancipate and to gain personality.
scderea stimei de sine, la scderea ncrederii However, this sense depends on several
n propriile fore, ct i n persoanele ce l factors: protection against aggression from
nconjoar. n aceste condiii, din cauza lipsei outside, meet basic necessities, consistency
resurselor necesare pentru a depi aceast and stability development environment, the
dificultate, aceti copii caut s ias n feeling of being accepted as a member of the
eviden, adeseori, prin comportamente family, to be loved, you are accepting
deviante. Lipsa voinei (sau disponibilitatea individual characteristics and gain a personal
redus), nivelul sczut al aspiraiilor, al experience. Lack of interest in school
intereselor, al motivaiei, insuficienta activities of the child or, conversely,
dezvoltare a capacitii de a opera cognitiv i exaggerated concern can lead to school failure
altele pot avea un acut efect negativ asupra child. An important role in child development
activitii colare a elevului, asupra is represented by the type of family he comes:
rezultatelor muncii sale. De asemenea, starea families with children who cannot
de sntate a elevului poate influena afford to send them to school because of lack
succesul sau insuccesul/eecul colar al of funds; children are put to work and to gain
acestuia. a source of income, especially in rural areas
2.3. Mediul familial where children are put at farming;
Familia reprezint cel dinti i cel mai single parents who cannot pay
important context de via, cu un rol deosebit attention due to raising children, especially
n socializarea copilului. Familia i ofer since the number of working women is
copilului un sentiment de siguran, singurul increasing;
care i permite acestuia s se emancipeze i families in which one or both parents
s-i dobndeasc personalitatea. ns, acest had emigrated. Statistics show that more and
sentiment depinde de anumii factori: more people opted to go abroad (especially
protecia mpotriva agresiunilor venite din those in rural areas) due to very low living
afar, satisfacerea trebuinelor elementare, standards;
coerena i stabilitatea mediului de ysfunctional families of alcoholics,
dezvoltare, sentimentul de a fi acceptat ca victims of domestic violence, narcotics
membru al familiei, de a fi iubit, de a i se addicts etc.
accepta caracteristicile individuale i de a Also a certain disinterest shown by
dobndi o experien personal. Lipsa parents regarding education, conceptions of it,
interesului pentru activitile colare ale and their low level of education have a
copilului sau, din contr, preocuparea negative impact on student enrollment. Thus,
exgerat poate duce la nereuita colar a the chances that in rural areas, the number of
copilului. Un rol foarte important n children that want to continue their education
dezvoltarea copilului l reprezint tipul de to be increased are minimal.
familie din care acesta provine: 2.4. The school
familii cu muli copii, care nu-i pot There are some of the factors from
permite s i trimit la coal din educational space that can influence school
cauza lipsei resurselor materiale; dropout:
copiii sunt pui s munceasc, Insufficient knowledge of students,
reprezentnd o surs de venit, mai due to the number of a class or because of
ales n mediul rural unde copii sunt lack of interest shown by teachers;
pui la munci agricole; the age and failure of individual
familii monoparentale care nu pot students (teachers in psycho-pedagogical
Annals of the Constantin Brncui University of Trgu Jiu, Education Sciences Series, Issue 2/2013
154
Analele Universitii Constantin Brncui din Trgu Jiu, Seria tiine ale Educaiei, Nr. 2/2013
acorda atenia cuvenit creterii module the student should know the
copilului, mai ales c numrul personality to adapt teaching methods to each
femeilor care muncesc este n student learning);
cretere; lack of concern for some teachers to
familii din care unul sau ambii prini stimulate interest in teaching (especially in
au emigrat. Statisticile arat c din ce rural areas where teachers are interested in
n ce mai multe persoane opteaz learning process because salaries are not as
pentru a pleca n strintate (mai ales expected, but there are exceptions!)
persoanele din mediul rural) din Insufficient training and psycho-
cauza nivelului de trai foarte sczut; pedagogy of teachers;
familii dezorganizate, cu prini lack of professionalism exhibited by
alcoolici, victime ale violenei severity teacher (can induce a state of fear,
domestice, dependeni de substane anxiety student) or its permissiveness;
stupefiante etc. lack of material facilities in
De asemenea, dezinteresul manifestat educational institutions, lack of schools in
de ctre prini n ceea ce privete educaia, rural areas, which forces most of the students
concepiile despre aceasta, dar i nivelul go through a daily long walk to school;
sczut de instrucie al acestora au un impact lack of qualified teachers in rural
negativ asupra colarizrii elevului. Astfel, areas.
ansele ca, n mediul rural, numrul de copii 2.5. Social context
care s i continue studiile s fie cresctor At this point of the analysis we
sunt minime. consider the lack of state investment in
2.4. Mediul colar education. An important negative influence
Enumerm o parte dintre factorii, din on the perception of education is represented
spaiul educativ, ce poate influena by media promoting of those people who did
abandonul colar: not attended school, who have succeeded in
cunoaterea insuficient a elevilor, life by chance and equipping other parts of
datorit numrului mare dintr-o clas nature. For children, they may be models,
sau din cauza dezinteresului endorsing the idea that the school does not
manifestat de ctre profesori; offer the same prospect. Often, those from
nerespectarea particularitilor de rural areas are stigmatized in relation to area
vrst i individuale ale elevilor of origin. National programs are designed to
(profesorii prin modulul support education in rural areas, but few are
psihopedagogic trebuie s cunoasc implemented.
personalitatea elevului pentru a 2.6. Factors (causes) of
adapta metodele de predare-nvare psychological order
la fiecare elev); Labelling as poor student
lipsa de preocupare a unor cadre deprivation status and reduce self-esteem of
didactice pentru stimularea interesului students and undermine their attempt to build
fa de nvtur (n special n a positive social identity. In these
mediul rural unde profesorii nu i circumstances, students who do not have the
manifest interesul pentru procesul resources to mobilize to overcome
nvrii din cauza faptului c salariile difficulties, seek to satisfy their need for
nu sunt pe msura ateptrilor, dar personal valorization outside school, possibly
exist i excepii!); abandoned. Labeling as failed or deviant
insuficienta pregtire profesional i leads students to adopt deviant roles precisely
psiho-pedagogic a unor cadre in response to deprivation status. In schools
didactice; there are classes to keep subrealizai students
Annals of the Constantin Brncui University of Trgu Jiu, Education Sciences Series, Issue 2/2013
155
Analele Universitii Constantin Brncui din Trgu Jiu, Seria tiine ale Educaiei, Nr. 2/2013
Annals of the Constantin Brncui University of Trgu Jiu, Education Sciences Series, Issue 2/2013
156
Analele Universitii Constantin Brncui din Trgu Jiu, Seria tiine ale Educaiei, Nr. 2/2013
Annals of the Constantin Brncui University of Trgu Jiu, Education Sciences Series, Issue 2/2013
157
Analele Universitii Constantin Brncui din Trgu Jiu, Seria tiine ale Educaiei, Nr. 2/2013
Note:
[1] Cristea, S., Dicionar de pedagogie, Ed.
Litera Internaional, Bucureti, 2000, p. 11
[2] Neamu, Cristina, Deviana colar. Ghid
de intervenie n cazul problemelor de
comportament ale elevilor, Ed. Polirom,
Iai, 2003, p. 27
[3] Jigu, M., Factorii reuitei colare, Ed.
Grafoart, Bucureti, 1998 p. 35
[4] Popescu, V., Succesul i insuccesul
colar, din ,,Revista de Pedagogie, Nr. 11,
1991
[5] Neamu, C., Deviana colar fenomen
socio-pedagogic. Modaliti de diminuare
(Tez doctorat), Univ. ,,A.I.Cuza, Iai,
2001, p. 185
Bibliografie:
I. Lucrri generale:
1. Creu, E., Psihopedagogia colar
pentru nvmntul primar,
Bucureti, Ed. Aramis, 1999;
2. Cristea, S., Dicionar de pedagogie,
Ed. Litera Internaional, Bucureti,
2000, p. 11
3. Cristea, C.G., Psihologia educaiei,
Ed. Bucureti, 2003
4. Drgan, I., Nicola, I., Cercetarea
psihopedagogic, Tg. Mure, Ed.
Tipomur, 1993
5. Gal, D., Educaia i mizele ei sociale,
Cluj Napoca, Ed. Dacia, 2002;
Annals of the Constantin Brncui University of Trgu Jiu, Education Sciences Series, Issue 2/2013
158
Analele Universitii Constantin Brncui din Trgu Jiu, Seria tiine ale Educaiei, Nr. 2/2013
27
8. Popescu, V., Succesul i insuccesul
colar, din Revista de Pedagogie, Nr.
11, 1991
II. Web sites:
1. www.insse.ro
Factori psihosociali
Psychosocial
factors
Neintegrarea n instituia
educativ Not integrating the
educational institution Abandon
Dropout
Factori externi
External factors
Annals of the Constantin Brncui University of Trgu Jiu, Education Sciences Series, Issue 2/2013
159
Analele Universitii Constantin Brncui din Trgu Jiu, Seria tiine ale Educaiei, Nr. 2/2013
Annals of the Constantin Brncui University of Trgu Jiu, Education Sciences Series, Issue 2/2013
160