A desigualdade protestada na escola: o Estado que se faz na escola e os sujeitos que desafiam a escolarização.
Bearing in mind that today in Brazil the profile of the student who most evades in high school is that of young people, blacks and the poor, this research sought to understand how the mutual production of the State, gender, race and class is designing the possibilities of school permanence for those...
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| Formato: | bachelorThesis |
| Idioma: | pt_BR |
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Universidade Federal do Rio Grande do Norte
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| Endereço do item: | https://repositorio.ufrn.br/handle/123456789/40406 |
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| Resumo: | Bearing in mind that today in Brazil the profile of the student who most evades in high school is that of young people, blacks and the poor, this research sought to understand how the mutual production of the State, gender, race and class is designing the possibilities of school permanence for those who fit the above categories. The work also explored what are the maintenance strategies in the school space that these same students are creating and developing and what they reveal about school and citizenship practices. For this, an ethnographic study was carried out that included participant observations for two months (once a week) in the night shift classes of the State School Professor Anísio Teixeira, interviews with some groups of students (who throughout the research stood out in relation to the objective of the work) and an analysis of the information produced in the field based on the bibliography raised to try to reflect on the theme. The main focus for analysis was the teacher-student relationship, as the understanding advocated here is that in it, in the schooling process, the categories mentioned above are reinforced. The results point out that the exclusionary educational constructions are only possible in an environment with great social inequalities coexisting with an organization model that selects the student bodies and experiences that are worthy of the teacher's attention, however there are those who rebel, placing this model in crisis and pressuring - including the threat of violence - the educational institutionalization to change. |
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