Abstract
Objective
This article sought to analyze the perceptions of parents and teachers regarding the school trajectory of adopted children. For this, Elementary School (3rd to 7th grade) teachers and adoptive parents were interviewed, investigating how they perceive adopted children’s possible successes and difficulties in school, and if there is a relationship between adoption and school performance.
Method
The theoretical-methodological perspective of the “Rede de Significações” [Network of Meanings] was employed, seeking to understand and investigate the perceptions of the interviewees in a contextualized and articulated way. It was understood that it is important to go beyond the analysis of the child’s individual components (as a biological or adopted child), considering the interactional network and the context in which he/she is inserted.
Results
As results, teachers attributed a direct influence on learning to the “family structure”, while parents focused their representations on individual issues of their children.
Conclusion
The children’s school difficulties and successes, therefore, were not directly related to adoption, but to previous experiences and the current family context.
Keywords
Adoption; Learning; School context