O enclave social da periferia na periferia: os processos de distinção escolar entre alunos das camadas populares

• Ano de defesa: 2020
• Autor(a) principal: Silva, Irene Ferreira da
• Orientador(a): Silva, Ana Paula Ferreira da
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Educação: História, Política, Sociedade
• Departamento: Faculdade de Educação
• País: Brasil
• Palavras-chave em Português: Processos de escolarização; Escolas públicas; Espaço social
• Palavras-chave em Inglês: School processes; Public school; Social space
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO
• Link de acesso: https://tede2.pucsp.br/handle/handle/23544

This research aimed to analyze the relationship between degraded physical spaces and the schooling processes of resident students, as well as the influence that these residences or territory has on the schooling process based on the contributions of Bourdieu (1998, 2003, 2012, 2015 and 2018), Bourdieu and Champagne (1998), Elias (2000), Lahire (1997), Marin and Bueno (2010) and Silva (2005 and 2009). The selected public school, located in the municipality of Grande São Paulo, serves students from the lower classes, but who are distinguished among those families 1) who live in the minimal urban environment (paved streets, masonry houses with walled separation between them, running water, public lighting, etc.); others that live in a slightly more deteriorated space; and 3) those residing in degraded space, true social enclave, located next to a landfill. The research instruments were: a) observation in the communities to collect data on students' living standards and socialization processes b) analysis of three forms used by the Municipal Education Department to register enrollments, performance and difficulties of students. Based on these data, tables were constructed that characterize students in these three areas, as well as some aspects of schooling processes. As a more expressive result, although with little significant differences, the records of the schooling processes of students residing in the degraded space, indicate that they were considered more deficient, compared to residents in the other two social spaces