BRASIL, A. M. R. C. Fracasso escolar, uma questão simbólica: estudo analítico junguiano dos dinamismos infantis na família, na escola e na cultura [School failure, a symbolic issue: a Jungian analytical approach to the study of the child’s dynamic in the Family]. Master’s Dissertation – Instituto de Psicologia da USP. São Paulo (SP), 1989.
Available at: <https://repositorio.usp.br/item/000740038> Abstract: the purpose of this research is to study school failure within a symbolic analytic Jungian perspective. According to the available literature the most common model in the study of school failure is a Cartesian one. This model stresses objectivity and rationality and does not take into consideration subjective and affective emotional characteristics in the learning process. The author proposes an integration of both approaches in the whole process of education, either formal or informal. Family and school should be considered an ecosystem through which the child amplifies and transforms its symbolic codes. Two phases can be distinguished in this research: a) Subjects (n=120) from different schools of São Paulo municipal school system were referred to six counseling units where the causes of school failure were analyzed; b) Four case studies were more intensively studied.