Luísa Faria (**)
RESUMO
O interesse crescente pelo estudo das diferenças de nível socio-económico (NSE) e de raça nas atribuições causais contrasta com os resultados pouco conclusivos no domínio, devido à confusão existente entre estas duas variáveis. O passado escolar muitas vezes comum dos sujeitos de NSE baixo e de raça negra, nomeadamente no que se refere aos fracassos recorrentes, ao «abandono aprendido» e às atitudes dos professores que sugerem que o fracasso se deve a causas estáveis e incontroláveis, conduz a interpretações diferenciadas das causas do fracasso com consequências negativas para a realização escolar. Estes aspectos serão analisados, salientando-se a importância de adoptar uma perspectiva de análise ecológica, que valorize as interacções entre o sujeito e o meio na evolução dos processos psicológicos.
Palavras-chave: Atribuições causais, nível socio-económico, raça, contexto escolar.
ABSTRACT
The growing interest on the study of socio-econo-mic status (SES) and race differences on causal attributions contrasts with the few conclusive results in this domain, due to the existing confusion between these two variables. The common school background of low SES subjects and black students, related with recursive failures, helplessness and teachers attitudes which suggest that failure is due to stable and uncontrolable causes leads to different interpretations of causes to failure with negative consequences for school achievement. These aspects will be analysed, evidencing the importance of adopting a perspective of ecological analysis that values the interactions between subjects and environment in the evolution of psychological processes.
Key words: Causal attributions, socio-economic status, race, school context.
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(*) Este estudo integra-se na dissertação de doutoramento em Psicologia da autora.
(**) Faculdade de Psicologia e de Ciências da Educação, Universidade do Porto, Rua do Campo Alegre, 1055, 4169-004 Porto, Portugal.
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