A escola de portas abertas e olhos fechados: situações de permanência desqualificada
Ano de defesa: | 2014 |
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Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | |
Tipo de documento: | Tese |
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: |
Educação
|
País: |
BR
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | https://tede2.pucsp.br/handle/handle/10461 |
Resumo: | The interest of this subject of this study arose as a result of contact with reality in some public schools, where I've been as a teacher, often permeated by processes that enable poor school performance, being the most obvious facet of marginalization that the route does allow that portion the public school complete primary education provided illiterate. This research was then aimed to investigate forms of school survival o~ subjects who have not mastered the process of reading and writing, which are therefore conclude or for completing elementary school (9th grade) without being literate. The initial hypothesis is that the lack of mastery of the school cultural capital, most1y expressed through reading and writing, has articulated the centrality game for that portion, other words, hypothesized that they acquired in primary socialization provisions as incorporated the game rules operated by the school, through your secondary socialization, the point they can not survive in view of the type of school success that is valued in school. Procedures throughout the study had the basics key concepts of Pierre Bourdieu, but had other collaborations for their analyzes. The research was in two municipalities in São Paulo and the São Paulo State, were selected four students who were enrolled in or completed elementary education in public schools, whose criterion for the choice was not to be literate. Strategies such school subjects for survival given the condition of illiterate interviews were conducted to capture the school careers, the meaning of his stay at the school as well as the consequences of this remain disqualified at school, inside and beyond. Also, some documents were located in schools of the subjects and conducted interviews with representatives of the management of these schools. The results were different ways of acting young possible to be understood by analysis of adverse relationships that delineate situations, allowing you to identify all despite the lack of command of what has been the central minimal expectations of the school, which were to be educated, the literacy, the fact that different forms of expression that causes exclusion, of knowledge, but not for, many others |
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Marin, Alda Junqueirahttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4428143H5Andrade, Daiana Cristina de2016-04-27T16:32:57Z2015-02-202014-08-27Andrade, Daiana Cristina de. A escola de portas abertas e olhos fechados: situações de permanência desqualificada. 2014. 229 f. Tese (Doutorado em Educação) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2014.https://tede2.pucsp.br/handle/handle/10461The interest of this subject of this study arose as a result of contact with reality in some public schools, where I've been as a teacher, often permeated by processes that enable poor school performance, being the most obvious facet of marginalization that the route does allow that portion the public school complete primary education provided illiterate. This research was then aimed to investigate forms of school survival o~ subjects who have not mastered the process of reading and writing, which are therefore conclude or for completing elementary school (9th grade) without being literate. The initial hypothesis is that the lack of mastery of the school cultural capital, most1y expressed through reading and writing, has articulated the centrality game for that portion, other words, hypothesized that they acquired in primary socialization provisions as incorporated the game rules operated by the school, through your secondary socialization, the point they can not survive in view of the type of school success that is valued in school. Procedures throughout the study had the basics key concepts of Pierre Bourdieu, but had other collaborations for their analyzes. The research was in two municipalities in São Paulo and the São Paulo State, were selected four students who were enrolled in or completed elementary education in public schools, whose criterion for the choice was not to be literate. Strategies such school subjects for survival given the condition of illiterate interviews were conducted to capture the school careers, the meaning of his stay at the school as well as the consequences of this remain disqualified at school, inside and beyond. Also, some documents were located in schools of the subjects and conducted interviews with representatives of the management of these schools. The results were different ways of acting young possible to be understood by analysis of adverse relationships that delineate situations, allowing you to identify all despite the lack of command of what has been the central minimal expectations of the school, which were to be educated, the literacy, the fact that different forms of expression that causes exclusion, of knowledge, but not for, many othersO interesse pelo tema deste estudo surgiu em decorrência do contato com a realidade de algumas escolas públicas, onde estive como professora, muitas, vezes permeada por processos que favorecem uma trajetória escolar precária, sendo a faceta mais evidente da marginalização o percurso que possibilita que parcela do público escolar conclua o Ensino Fundamental na condição de analfabetos. A presente pesquisa teve, então, como objetivo, investigar as formas de sobrevida escolar de sujeitos que não dominam o processo de leitura e de escrita, os quais, portanto, concluem ou estão por concluir o Ensino Fundamental (9° ano) sem que estejam alfabetizados. A hipótese inicial é a de que a ausência de domínio do capital cultural escolar, expresso, sobretudo, pela leitura e escrita, não tem centralidade, no jogo articulado por essa parcela, ou seja, hipotetiza-se que eles adquiriram disposições na socialização primária assim como incorporaram as regras do jogo operacionalizado pela escola, por meio da sua socialização secundária, a ponto de conseguirem sobreviver não atendendo à modalidade de sucesso escolar que é valorizada na escola. Os procedimentos de todo o estudo tiveram como fundamentos os principais conceitos de Pierre Bourdieu, mas contou com outras colaborações para suas análises. A pesquisa se deu em dois municípios da grande São Paulo e um do interior paulista. Foram selecionados quatro alunos que estivessem cursando ou concluído o ensino fundamental em escolas públicas estaduais, cujo critério para a escolha foi o de não estarem alfabetizados. Foram realizadas entrevistas para apreender os percursos escolares, as estratégias de tais sujeitos para sobrevida escolar face à condição de não alfabetizados, o significado de sua permanência na escola, bem como as consequências desta permanência desqualificada na escola, em seu interior e para além dela. Além disso, foram localizados alguns documentos das escolas dos sujeitos e realizadas entrevistas com representantes da gestão dessas escolas. Os resultados apontam para diferentes formas de atuação dos jovens possíveis de serem compreendidas pelas análises de diversas relações que as situações delineiam, permitindo identificar que todos foram escolarizados a despeito do não domínio daquilo que tem sido a expectativa mínima central da escola, qual seja, a alfabetização, fato que de diferentes formas provoca essa expressão de exclusão, a de um saber, porém não de tantos outrosapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/23231/Daiana%20Cristina%20de%20Andrader.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação: História, Política, SociedadePUC-SPBREducaçãoEnsino FundamentalAlunosAnalfabetismoExclusãoElementary SchoolStudentsIlliteracyExclusionCNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAOA escola de portas abertas e olhos fechados: situações de permanência desqualificadainfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPTEXTDaiana Cristina de Andrader.pdf.txtDaiana Cristina de Andrader.pdf.txtExtracted texttext/plain557808https://repositorio.pucsp.br/xmlui/bitstream/handle/10461/3/Daiana%20Cristina%20de%20Andrader.pdf.txtf7aa9e9aedc1cace474c098ce184b71cMD53ORIGINALDaiana Cristina de Andrader.pdfapplication/pdf1784582https://repositorio.pucsp.br/xmlui/bitstream/handle/10461/1/Daiana%20Cristina%20de%20Andrader.pdf4d94871454a826686bb5f30ecc6c984cMD51THUMBNAILDaiana Cristina de Andrader.pdf.jpgDaiana Cristina de Andrader.pdf.jpgGenerated Thumbnailimage/jpeg1943https://repositorio.pucsp.br/xmlui/bitstream/handle/10461/2/Daiana%20Cristina%20de%20Andrader.pdf.jpgcc73c4c239a4c332d642ba1e7c7a9fb2MD52handle/104612022-06-28 09:39:35.965oai:repositorio.pucsp.br:handle/10461Biblioteca Digital de Teses e Dissertaçõeshttps://sapientia.pucsp.br/https://sapientia.pucsp.br/oai/requestbngkatende@pucsp.br||rapassi@pucsp.bropendoar:2022-06-28T12:39:35Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP)false |
dc.title.por.fl_str_mv |
A escola de portas abertas e olhos fechados: situações de permanência desqualificada |
title |
A escola de portas abertas e olhos fechados: situações de permanência desqualificada |
spellingShingle |
A escola de portas abertas e olhos fechados: situações de permanência desqualificada Andrade, Daiana Cristina de Ensino Fundamental Alunos Analfabetismo Exclusão Elementary School Students Illiteracy Exclusion CNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO |
title_short |
A escola de portas abertas e olhos fechados: situações de permanência desqualificada |
title_full |
A escola de portas abertas e olhos fechados: situações de permanência desqualificada |
title_fullStr |
A escola de portas abertas e olhos fechados: situações de permanência desqualificada |
title_full_unstemmed |
A escola de portas abertas e olhos fechados: situações de permanência desqualificada |
title_sort |
A escola de portas abertas e olhos fechados: situações de permanência desqualificada |
author |
Andrade, Daiana Cristina de |
author_facet |
Andrade, Daiana Cristina de |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Marin, Alda Junqueira |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4428143H5 |
dc.contributor.author.fl_str_mv |
Andrade, Daiana Cristina de |
contributor_str_mv |
Marin, Alda Junqueira |
dc.subject.por.fl_str_mv |
Ensino Fundamental Alunos Analfabetismo Exclusão |
topic |
Ensino Fundamental Alunos Analfabetismo Exclusão Elementary School Students Illiteracy Exclusion CNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO |
dc.subject.eng.fl_str_mv |
Elementary School Students Illiteracy Exclusion |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO |
description |
The interest of this subject of this study arose as a result of contact with reality in some public schools, where I've been as a teacher, often permeated by processes that enable poor school performance, being the most obvious facet of marginalization that the route does allow that portion the public school complete primary education provided illiterate. This research was then aimed to investigate forms of school survival o~ subjects who have not mastered the process of reading and writing, which are therefore conclude or for completing elementary school (9th grade) without being literate. The initial hypothesis is that the lack of mastery of the school cultural capital, most1y expressed through reading and writing, has articulated the centrality game for that portion, other words, hypothesized that they acquired in primary socialization provisions as incorporated the game rules operated by the school, through your secondary socialization, the point they can not survive in view of the type of school success that is valued in school. Procedures throughout the study had the basics key concepts of Pierre Bourdieu, but had other collaborations for their analyzes. The research was in two municipalities in São Paulo and the São Paulo State, were selected four students who were enrolled in or completed elementary education in public schools, whose criterion for the choice was not to be literate. Strategies such school subjects for survival given the condition of illiterate interviews were conducted to capture the school careers, the meaning of his stay at the school as well as the consequences of this remain disqualified at school, inside and beyond. Also, some documents were located in schools of the subjects and conducted interviews with representatives of the management of these schools. The results were different ways of acting young possible to be understood by analysis of adverse relationships that delineate situations, allowing you to identify all despite the lack of command of what has been the central minimal expectations of the school, which were to be educated, the literacy, the fact that different forms of expression that causes exclusion, of knowledge, but not for, many others |
publishDate |
2014 |
dc.date.issued.fl_str_mv |
2014-08-27 |
dc.date.available.fl_str_mv |
2015-02-20 |
dc.date.accessioned.fl_str_mv |
2016-04-27T16:32:57Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/doctoralThesis |
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doctoralThesis |
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publishedVersion |
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Andrade, Daiana Cristina de. A escola de portas abertas e olhos fechados: situações de permanência desqualificada. 2014. 229 f. Tese (Doutorado em Educação) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2014. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/10461 |
identifier_str_mv |
Andrade, Daiana Cristina de. A escola de portas abertas e olhos fechados: situações de permanência desqualificada. 2014. 229 f. Tese (Doutorado em Educação) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2014. |
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Pontifícia Universidade Católica de São Paulo |
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