Criança, família, professor : a complexa trama que compõe a vida escolar

Abstract

In recent decades, vast literature produced about school inequalities, demonstrating correlations between the social background of students and their academic performance by the realization that in the popular media are concentrated high rates of failure, dropout and restricted learning. To understand this complex phenomenon is necessary, among other requirements, to recognize cultural practices and socializing logics that guide families from popular classes in their relations with school, learning the meaning they attach to the education of the children and the provisions mobilizing for help them meet the demands and school injunctions. The motivation for the subject of this thesis comes from the need to reflect more closely the conditions of school learning, especially in the context of a public elementary school in a small town located in the interior of Rio Grande do Sul State. The learning outcomes, in such a scenario, disquieted the school community and impose it challenges regarding practices developed and, consequently, the role to be played by there subjects involved: parents, students, teachers. Faced with this, the main question of the research is well substantiated: what strategies children attending the Educational Support Area Municipal Elementary School Cônego Stanislau Olejnik mobilized to account for the school demands on the socializing logic from the family and school ? The overall objective of the research is to understand the interfaces involved in the learning process and thus have more consistent elements to mediate qualified fashion school work, with a view to children to learn and develop. For the theoretical study design, was fought dialogue with several authors, among which stand out Patto (1973, 1990), Enguita (1989), Soares (1989), Forquin (1993), Petitat (1994), Carraher, Carraher and Schliemann (1995), Edwards (1997), Lahire (1997, 2004, 2006, 2012), Charlot (2000, 2005), Pozo (2002), Portes (2003), Viana (2003) Zago (2003), Thin (2006). The methodology, qualitative, ethnographic approach was guided by the structure and allowed the methodological procedures of production data based on the triangulation of three strategies: a) semi-structured interviews with a group of four mothers; b) educational intervention with children in the Educational Support Space in driving the researcher, recorded video; c) observation of lessons 1st year of elementary school and the school routine, with records in field diary. The results allow us to identify elements about socializing logic families from popular classes and history undocumented school. It appeared from the study that children mobilize behavioral strategies to meet the educational demands, being encouraged by family socialization logic that largely reproduces the speeches promoted within the school socialization logic. Faced with the reflections made during this investigative journey, it proposes to rethink the school format, your resume and methodologies and in particular resize the relationship the school has with families, the prospect of a greater commitment to learning shared