INTRODUCTION Situations involving the schooling process can be rich in different experiences, due to their characteristics of pleasant interactions developed between people and knowledge in general. However, there are experiences that are so negative that they result in resistance to school learning, loss of self-esteem, failure, trauma and exclusion(7). Interactions and exchanges of sociocultural experiences at school should occupy an expressive and beneficial space for learning customs, traditions, speech and/or cultural heritage of the different individuals that make up the classrooms as a way for the school to “accept diversity and multiple belonging as a wealth”(5). Contrary to what is expected, the school not only ignores the differences between individuals, a characteristic that “concerns subjectivity”, but also disrespects inequalities, “a political concept linked to citizenship”(1). For decades, schools have reinforced the dominance of one social group over others, legitimizing the discourse, speech and ideology of the dominant class, thus making it impossible for other segments to see themselves recognized, reflected, portrayed and respected in this social space. By doing so, schools reinforce the impossibility of communication and exchange of experiences among students, seating them in rows at their desks, controlling their gestures and bodies, criticizing their values, tastes and ways of speaking, silencing them and making room only for the teacher’s voice(6). The process of exclusion, neglect, exploitation and abandonment conferred by Brazilian society on disadvantaged social segments, especially black and mixed-race people, has led to countless social problems. However, it is in schools that this exclusion is felt, with real merit, when research shows that with at least “one episode of school failure, the percentage of black children repeating a year reaches 66%”(1). The saddest part of this situation is expressed by Abramovicz and Moll(1), when they reveal that “teachers do not perceive this phenomenon”. The perception of teachers, with regard to the academic learning of these students, minimizes the seriousness of the reality in which underprivileged children and adolescents live. In fact, the overwhelming majority of them live in risk areas where they witness scenes of daily violence against people they know and, not infrequently, they carry stories of a relative being murdered in their family. In addition to the factors already mentioned, these students are exposed to the most varied forms of violence, which translate into the following situations:

• beatings by parents, stepparents and/or people who exercise parental functions;
• sexual abuse;
• abandonment;
• neglect, among other pathological situations.

Students from privileged and/or disadvantaged classes, a significant number of whom, whenever they reveal some type of learning difficulty, tend to be labeled as uninterested and lazy when it comes to learning(1). In general, teachers who defend ideas like these tend to compare themselves to their students, saying that they also came from “poor backgrounds”, but that this did not stop them from studying. Unfortunately, no matter how much one tries to explain to these educators that these children live in the midst of an urban war, that they are “invisible” citizens to the government, they still insist on their beliefs and maintain their distorted perception of reality. It is undeniable that problems are felt in the interactions between individuals from different social segments who attend school. Among the main difficulties are finding things in common among themselves; exposure to inadequate methods of reading, writing and calculations; teaching that is dissociated from the socioeconomic and cultural realities of these students, which results in successive repetitions; socially unacceptable behavior; aggression between peers, students and teachers, as well as between students and staff; disrespect for institutional rules, either because they were not made with the participation of students or because they merely reflect the wishes of teachers. In short, the repeated failures experienced by students from disadvantaged classes often culminate in dropping out of school – the most perverse form of exclusion. These factors make up the tragic picture of the daily life of our schools(6). RESEARCH SUBJECTS In order to better explain this issue, Table 1 shows a picture of the subjects who present some learning and behavior problems. Table 1 shows that most of the subjects exhibit aggressive behavior, followed by a manifestation of defiance of the rules and orders created by the institution, followed by apathy and learning difficulties. Some exhibit behaviors suggestive of both attention deficit hyperactivity disorder (ADHD) and attention deficit disorder (AD). Studies have been conducted, although they cannot be considered definitive proof, seeking the causes of the behaviors mentioned above, which indicate possible relationships between agents that cause ADHD in children and adolescents. These causes would be smoking, alcohol and drugs during pregnancy; premature births of low birth weight babies; accidents with very deep cuts to the child’s head; neurological injuries, although most children with ADHD do not present them; one of the parents or close family members with ADHD, among others(3). All of these individuals, however, have suffered and/or are suffering some form of abuse, whether emotional, physical or psychological. These behaviors are cited by the National Child Traumatic Stress Network (NTSN)(11), in which we find data that describe behaviors that cause trauma as being all those that affect the subject physically, emotionally and psychologically. As for how these subjects will react to traumatic experiences, it will depend on their age and level of development. Regarding the consequences of trauma on learning in relation to students in the first segment of elementary school (from CA to 4th grade), the NTSN warns us that these students may present stress, accompanied by physical manifestations, such as stomachaches and headaches, as well as pain in general, in addition to, in the same way, demonstrating changes in behavior, such as increased irritability, aggressiveness and manifestations of anger. As for students in the second segment of elementary school (5th to 8th grade), who are more aware of their reality, they may experience guilt, shame or fantasies of revenge. Some may reveal changes in behavior in the family and/or school environment, as well as develop self-destructive behaviors. It should be noted that these students may present changes in academic performance and low school attendance. Regarding the teachers’ opinion regarding students’ behavioral and learning problems (Table 1), the statements contained in Table 2 can better illustrate it.   For teachers, the biggest problems presented by students are based on negligent families that abuse some of them, which are neglectful and unstructured; on the deviant behavior of students from the expected standard; on the deficient social environment and their deprived background. This way of thinking coincides with research, which corroborates the stereotypical view of the failed student, “seen as different or deficient”, and of his/her family, “considered uninterested and unstructured, therefore incompetent to educate him/her and accompany him/her in school tasks” (1). Combined with all of the data already described, the increase in violence, the result of an unequal and disjointed society, has contributed to coloring, with strong colors, the situation of abandonment and loss of status of educational institutions (9). Once seen as the only possibility of undoing social differences, today the school seems faded, as does the discredited figure of the teacher, hostage to time, social pressures, challenging students, families that do not fulfill their role(14), in short, of a society that is sickened by not giving education the important social role that it deserves, having in the worn-out figure of the teacher, especially in the initial grades, the social representation of mediocrity(1). METHOD The method used to analyze the research data was based on the theory of “social representations”, which states that it is necessary to understand how society represents itself and the world that surrounds it. If “it accepts or condemns certain modes of conduct, it is because it clashes or not with some of its fundamental feelings, feelings that belong to its constitution”(10). The way in which an individual’s behavior is judged is supported by the concepts created in the social fabric. Therefore, the other person we look at has all the forms and concepts we need to fit into all our criteria, “to subject them to all our practices” (8). Therefore, the social representation cores of the successful student, considered good by teachers, are those who demonstrate that they are “responsible, obedient, disciplined, hard-working, and give a perfect score” (12). In the student’s view, a good teacher “simplifies the subject, gives good explanations, has the patience to answer when the student asks, knows how to teach, knows many ways… until he or she manages to make the student learn” (12). RESULTS AND DISCUSSION When considering the psychopedagogical interventions directed at the students presented here, it should be highlighted that all the work developed was aimed at promoting better interactions between the subjects in question and their peers in the school environment; between them and their teachers; and between these same subjects and their families (13). The analysis,in relation to the individuals presented in Table 1, it showed the following picture:

subject 1: with special educational needs, in particular Down syndrome (which did not compromise his learning), although slower, due to the syndrome, the home/school partnership in establishing rules, requiring greater involvement from the mother, represented an improvement in the situation;

• subject 2: he recognized his humble social condition, but did not accept the fact, inventing new cars for his father, a security guard, however, work to support and value his family helped to improve the situation;
• subject 3: needed to know maternal authority, so an educational guidance work was developed;
• Subject 4: presented symptoms of anxiety, movement, aggression and resentment for not seeing his father and feeling rejected. Issues regarding the subject’s inappropriate behavior in socializing with peers have been worked on, while family problems are treated in therapy;
• subject 5: appears paralyzed when asked to perform any task, so while the work is in progress, negotiation strategies have proven to be the best option;
• subject 6: showed apathy and disinterest, but only in relation to what he didn’t like to do, however, valuing his potential and believing in himself helped him overcome barriers;
• subject 7: revealed great potential and above-average intelligence and, to help her, a home/school partnership, exploring talents and respecting differences, helped her a lot;
• subject 8: had difficulty in building a positive self-image, little can be done in partnership with the family; however, with the student, the work of restoring self-esteem has shown great progress, albeit slow;
• subject 9: lives with the dual responsibility of being a father and being a teenager. He still appears withdrawn;
• subject 10: hides behind the overprotective attitude of his mother, who does not know, but obtains secondary gains in her son’s dependence.

FINAL CONSIDERATIONS When dealing with disadvantaged social segments, such as those portrayed in this work, it should be highlighted that the subjects described here belong to the universe of those who seek, like so many others, to find their own face reflected in the acceptance of their person, in the look, words and gestures emitted by parents, teachers and colleagues with whom they live. In view of this, it should be highlighted that the social identity of a subject is also constructed at school, since, not being an autarchic being, man depends on others to exist(9). Thus, reinforcing this thought, it should be highlighted that any and all forms of prejudice that are revealed in the eyes of teachers should be discussed with the group, within the school, but banned in all its forms of action.