Academic development in technical high school courses in the north region of Brazil: overcoming obstacles and promoting engagement
DOI:
https://doi.org/10.55892/jrg.v7i14.898Keywords:
Academic development, Teaching-learning, Socialization, Emotional control, Social obstaclesAbstract
Continuous development in academic learning can be hindered by rigid rules, resulting in a disconnection between students and the learning process. Promoting socialization and a sense of belonging in the academic environment contributes to student satisfaction. The ability to manage emotions is crucial when facing social challenges, preventing the emergence of emotional instabilities. This article presents a literature review that addresses the teaching and learning process. Based on this review, a structured questionnaire was developed and administered to 108 students from the integrated technical courses at the Tarauacá campus of IFAC, with the purpose of collecting relevant data on their perceptions, opinions, and experiences. Through this process, the psychological consequences of these aspects and their impact on academic performance and learning were aimed to be understood. Upon analyzing the selected studies and the questionnaire results, it is evident that there are practical, cognitive, and emotional challenges that affect students' learning process. To overcome these obstacles, it is important to address issues such as social pressure, differences in learning pace, and inappropriate practices, creating a positive learning environment and adapting pedagogical approaches to students' needs. The constructive approaches proposed in the reviewed studies positively influence students' academic performance, stimulating essential skills and promoting a holistic education. However, it is necessary to rethink the structure of education to keep students motivated, considering issues such as school dropout caused by challenges like remote campus location and financial limitations.
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