RESPONSIBILITY OF LEARNING: HOW STUDENTS IN ELEMENTARY SCHOOL II FACE THE STUDY ROUTINE AT SCHOOL Anderson Barbosa da Silva, Laisa Fernandes Dias, Maurício de Oliveira Miranda, Rodrigo da Costa Paiva, Vinicius Moreira Perrotto Martins, Marcia Regina Silva do Vale, Raphaela dos Santos Gonçalves, Camilla Santos Lima

Abstract

The vast majority of teachers in the educational system, especially in middle school, faced the commonly overlooked difficulty of capturing students' attention and interest. The students' lack of interest was one of the many factors that ended up delaying educational dynamics, through, for example, lack of respect in the classroom or absence of commitment to completing assignments. The aim of this study was to conduct research on students' opinions about the school day, teachers, and activities. We also wanted to gather data on students' social aspects and understand what possible relationships we could draw between environmental influences and their performance in school. The methodology involved interviewing middle school students to understand the reasons that led them to school. We also wanted to learn about some particularities of their social situations, such as age, financial condition, or travel time to school, to understand if these factors influenced their performance when we obtained the statistics. For this purpose, we interviewed about a hundred students of both sexes in two municipal middle schools in Santos, where thirty questionnaires were administered. No personal data such as the child's or parents' names were requested, and the data collection was carried out through questionnaires with identification of gender and age only. A strong correlation was observed between socioeconomic status and academic success, suggesting that students from more affluent families tend to show better results due to access to complementary educational resources. Additionally, travel time to school emerged as a significant factor, with students facing long commutes being more likely to experience attendance difficulties and consequently lower performance. The family environment also played a crucial role, with students from homes that value education demonstrating greater interest in school. Intrinsic motivation and alignment with teaching methods were also determinants, with internally motivated students aligned with teaching methods achieving more satisfactory results. These findings highlight the complex interaction between individual, family, and socioeconomic aspects in students' educational experience. In summary, individuals' reality strongly influenced their relationship with learning. Therefore, it was important for the advancement of educational policies to know how students viewed school, their opinions on learning, the reasons that led them to school, and the social and individual conditions behind their interest or lack of interest in learning.