A escola pelos olhos dos (as) estudantes: escuta, resistência e desejo de pertencimento.

Detalhes bibliográficos
Ano de defesa: 2025
Autor(a) principal: Oliveira, Nayraline Barbosa de
Orientador(a): Lima Filho, Irapuan Peixoto
Banca de defesa: Não Informado pela instituição
Tipo de documento: Dissertação
Tipo de acesso: Acesso aberto
Idioma: por
Instituição de defesa: Não Informado pela instituição
Programa de Pós-Graduação: Não Informado pela instituição
Departamento: Não Informado pela instituição
País: Não Informado pela instituição
Link de acesso: http://repositorio.ufc.br/handle/riufc/82703
Resumo: This dissertation investigates adolescents' and young people's perceptions of their place in school, focusing on the promises and contradictions of institutional practices of listening, participation, and autonomy. The research combines theoretical foundations of Critical Theories of Education (Pierre Bourdieu, Jean-Claude Passeron, and Michel Foucault) with emancipatory and democratic approaches (Paulo Freire, Florestan Fernandes, Anísio Teixeira, and Darcy Ribeiro), seeking to understand how schoolchildren construct senses of belonging and agency in spaces marked by disciplinary norms, inequalities, and symbolic disputes. The methodology combines qualitative and quantitative analyses, based on questionnaires and focus groups administered in three schools in Fortaleza, Ceará (two public and one private), encompassing distinct sociocultural realities. The analysis of the empirical material allowed us to identify thematic axes on youth empowerment, mental health, relationships with teachers, and school structure, revealing tensions between the discourse of citizenship development and the reality marked by silencing and symbolic exclusion. The results indicate that, although student participation initiatives exist, they are often limited. Listening to students highlights demands for spaces for dialogue, recognition, and identity expression. By proposing a sociological reading of the school based on the voices of students, the work contributes to strengthening more inclusive, critical, and emancipatory educational practices.
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spelling Oliveira, Nayraline Barbosa deLima Filho, Irapuan Peixoto2025-09-25T12:29:38Z2025-09-25T12:29:38Z2025OLIVEIRA, Nayraline Barbosa de. A escola pelos olhos dos (as) estudantes: escuta, resistência e desejo de pertencimento. 2025. 105 f. Dissertação (Mestrado em Sociologia) - Programa de Pós-Graduação em Sociologia, Centro de Humanidades, Universidade Federal do Ceará, Fortaleza, 2025.http://repositorio.ufc.br/handle/riufc/82703This dissertation investigates adolescents' and young people's perceptions of their place in school, focusing on the promises and contradictions of institutional practices of listening, participation, and autonomy. The research combines theoretical foundations of Critical Theories of Education (Pierre Bourdieu, Jean-Claude Passeron, and Michel Foucault) with emancipatory and democratic approaches (Paulo Freire, Florestan Fernandes, Anísio Teixeira, and Darcy Ribeiro), seeking to understand how schoolchildren construct senses of belonging and agency in spaces marked by disciplinary norms, inequalities, and symbolic disputes. The methodology combines qualitative and quantitative analyses, based on questionnaires and focus groups administered in three schools in Fortaleza, Ceará (two public and one private), encompassing distinct sociocultural realities. The analysis of the empirical material allowed us to identify thematic axes on youth empowerment, mental health, relationships with teachers, and school structure, revealing tensions between the discourse of citizenship development and the reality marked by silencing and symbolic exclusion. The results indicate that, although student participation initiatives exist, they are often limited. Listening to students highlights demands for spaces for dialogue, recognition, and identity expression. By proposing a sociological reading of the school based on the voices of students, the work contributes to strengthening more inclusive, critical, and emancipatory educational practices.A presente dissertação investiga as percepções de adolescentes e jovens sobre seu lugar na escola, com foco nas promessas e contradições das práticas institucionais de escuta, participação e autonomia. A pesquisa articula fundamentos teóricos das Teorias Críticas da Educação (Pierre Bourdieu, Jean Claude Passeron e Michel Foucault) com abordagens emancipadoras e democráticas (Paulo Freire, Florestan Fernandes, Anísio Teixeira e Darcy Ribeiro), buscando compreender como os sujeitos escolares constroem sentidos de pertencimento e protagonismo em espaços marcados por normas disciplinares, desigualdades e disputas simbólicas. A metodologia combina análises qualitativas e quantitativas, com base em questionários e grupos focais aplicados em três escolas de Fortaleza-CE (duas públicas e uma privada), contemplando realidades socioculturais distintas. A análise do material empírico permitiu identificar eixos temáticos sobre protagonismo juvenil, saúde mental, relação com professores (as) e estrutura escolar, revelando tensões entre o discurso de formação cidadã e a realidade marcada por silenciamentos e exclusão simbólica. Os resultados apontam que, embora haja iniciativas de participação estudantil, muitas vezes elas ocorrem de forma restrita. A escuta dos (as) estudantes apontam demandas por espaços de diálogo, reconhecimento e expressão identitária. Ao propor uma leitura sociológica da escola a partir das vozes dos (as) estudantes, o trabalho contribui para o fortalecimento de práticas educativas mais inclusivas, críticas e emancipadoras.Esta tesis investiga las percepciones de adolescentes y jóvenes sobre su lugar en la escuela, centrándose en las promesas y contradicciones de las prácticas institucionales de escucha, participación y autonomía. La investigación combina fundamentos teóricos de las Teorías Críticas de la Educación (Pierre Bourdieu, Jean-Claude Passeron y Michel Foucault) con enfoques emancipadores y democráticos (Paulo Freire, Florestan Fernandes, Anísio Teixeira y Darcy Ribeiro), buscando comprender cómo los escolares construyen sentidos de pertenencia y agencia en espacios marcados por normas disciplinarias, desigualdades y disputas simbólicas. La metodología combina análisis cualitativos y cuantitativos, basados ​​en cuestionarios y grupos focales administrados en tres escuelas en Fortaleza, Ceará (dos públicas y una privada), que abarcan distintas realidades socioculturales. El análisis del material empírico nos permitió identificar ejes temáticos sobre empoderamiento juvenil, salud mental, relaciones con el profesorado y estructura escolar, revelando tensiones entre el discurso del desarrollo ciudadano y la realidad marcada por el silenciamiento y la exclusión simbólica. Los resultados indican que, si bien existen iniciativas de participación estudiantil, estas suelen ser limitadas. Escuchar a los estudiantes pone de relieve las demandas de espacios de diálogo, reconocimiento y expresión de la identidad. Al proponer una lectura sociológica de la escuela basada en las voces del alumnado, el trabajo contribuye a fortalecer prácticas educativas más inclusivas, críticas y emancipadoras.Cette thèse examine la perception qu'ont les adolescents et les jeunes de leur place à l'école, en se concentrant sur les promesses et les contradictions des pratiques institutionnelles d'écoute, de participation et d'autonomie. La recherche combine les fondements théoriques des théories critiques de l'éducation (Pierre Bourdieu, Jean-Claude Passeron et Michel Foucault) avec des approches émancipatrices et démocratiques (Paulo Freire, Florestan Fernandes, Anísio Teixeira et Darcy Ribeiro), cherchant à comprendre comment les élèves construisent des sentiments d'appartenance et d'action dans des espaces marqués par des normes disciplinaires, des inégalités et des conflits symboliques. La méthodologie combine des analyses qualitatives et quantitatives, basées sur des questionnaires et des groupes de discussion menés dans trois écoles de Fortaleza, au Ceará (deux publiques et une privée), englobant des réalités socioculturelles distinctes. L'analyse du matériel empirique nous a permis d'identifier des axes thématiques sur l'autonomisation des jeunes, la santé mentale, les relations avec les enseignants et la structure scolaire, révélant les tensions entre le discours sur le développement de la citoyenneté et une réalité marquée par le silence et l'exclusion symbolique. Les résultats indiquent que, bien que les initiatives de participation des élèves existent, elles sont souvent limitées. L'écoute des élèves met en lumière les besoins d'espaces de dialogue, de reconnaissance et d'expression identitaire. En proposant une lecture sociologique de l'école à partir de la parole des élèves, ce travail contribue à renforcer des pratiques éducatives plus inclusives, critiques et émancipatrices.A escola pelos olhos dos (as) estudantes: escuta, resistência e desejo de pertencimento.School through the eyes of students: listening, resistance and desire to belong.La escuela a través de la mirada de los estudiantes: escucha, resistencia y deseo de pertenenciaL'école vue par les élèves : écoute, résistance et désir d'appartenance.info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisEscolaProtagonismoEstudanteEscutaParticipaçãoProfessor (a)PertencimentoJuventudeSchoolProtagonismStudentListeningParticipationTeacherBelongingYouthÉcoleProtagonismeÉlèveÉcouteParticipationEnseignantAppartenanceJeunesseinfo:eu-repo/semantics/openAccessporreponame:Repositório Institucional da Universidade Federal do Ceará (UFC)instname:Universidade Federal do Ceará (UFC)instacron:UFChttp://lattes.cnpq.br/5057059778527984http://lattes.cnpq.br/61267040393127292025-09-25LICENSElicense.txtlicense.txttext/plain; charset=utf-81748http://repositorio.ufc.br/bitstream/riufc/82703/2/license.txt8a4605be74aa9ea9d79846c1fba20a33MD52ORIGINAL2025_dis_nboliveira.pdf2025_dis_nboliveira.pdfapplication/pdf914625http://repositorio.ufc.br/bitstream/riufc/82703/3/2025_dis_nboliveira.pdf6b6cd7f06e9d647a9980649392243d3cMD53riufc/827032025-09-25 09:45:47.06oai:repositorio.ufc.br:riufc/82703Tk9URTogUExBQ0UgWU9VUiBPV04gTElDRU5TRSBIRVJFClRoaXMgc2FtcGxlIGxpY2Vuc2UgaXMgcHJvdmlkZWQgZm9yIGluZm9ybWF0aW9uYWwgcHVycG9zZXMgb25seS4KCk5PTi1FWENMVVNJVkUgRElTVFJJQlVUSU9OIExJQ0VOU0UKCkJ5IHNpZ25pbmcgYW5kIHN1Ym1pdHRpbmcgdGhpcyBsaWNlbnNlLCB5b3UgKHRoZSBhdXRob3Iocykgb3IgY29weXJpZ2h0Cm93bmVyKSBncmFudHMgdG8gRFNwYWNlIFVuaXZlcnNpdHkgKERTVSkgdGhlIG5vbi1leGNsdXNpdmUgcmlnaHQgdG8gcmVwcm9kdWNlLAp0cmFuc2xhdGUgKGFzIGRlZmluZWQgYmVsb3cpLCBhbmQvb3IgZGlzdHJpYnV0ZSB5b3VyIHN1Ym1pc3Npb24gKGluY2x1ZGluZwp0aGUgYWJzdHJhY3QpIHdvcmxkd2lkZSBpbiBwcmludCBhbmQgZWxlY3Ryb25pYyBmb3JtYXQgYW5kIGluIGFueSBtZWRpdW0sCmluY2x1ZGluZyBidXQgbm90IGxpbWl0ZWQgdG8gYXVkaW8gb3IgdmlkZW8uCgpZb3UgYWdyZWUgdGhhdCBEU1UgbWF5LCB3aXRob3V0IGNoYW5naW5nIHRoZSBjb250ZW50LCB0cmFuc2xhdGUgdGhlCnN1Ym1pc3Npb24gdG8gYW55IG1lZGl1bSBvciBmb3JtYXQgZm9yIHRoZSBwdXJwb3NlIG9mIHByZXNlcnZhdGlvbi4KCllvdSBhbHNvIGFncmVlIHRoYXQgRFNVIG1heSBrZWVwIG1vcmUgdGhhbiBvbmUgY29weSBvZiB0aGlzIHN1Ym1pc3Npb24gZm9yCnB1cnBvc2VzIG9mIHNlY3VyaXR5LCBiYWNrLXVwIGFuZCBwcmVzZXJ2YXRpb24uCgpZb3UgcmVwcmVzZW50IHRoYXQgdGhlIHN1Ym1pc3Npb24gaXMgeW91ciBvcmlnaW5hbCB3b3JrLCBhbmQgdGhhdCB5b3UgaGF2ZQp0aGUgcmlnaHQgdG8gZ3JhbnQgdGhlIHJpZ2h0cyBjb250YWluZWQgaW4gdGhpcyBsaWNlbnNlLiBZb3UgYWxzbyByZXByZXNlbnQKdGhhdCB5b3VyIHN1Ym1pc3Npb24gZG9lcyBub3QsIHRvIHRoZSBiZXN0IG9mIHlvdXIga25vd2xlZGdlLCBpbmZyaW5nZSB1cG9uCmFueW9uZSdzIGNvcHlyaWdodC4KCklmIHRoZSBzdWJtaXNzaW9uIGNvbnRhaW5zIG1hdGVyaWFsIGZvciB3aGljaCB5b3UgZG8gbm90IGhvbGQgY29weXJpZ2h0LAp5b3UgcmVwcmVzZW50IHRoYXQgeW91IGhhdmUgb2J0YWluZWQgdGhlIHVucmVzdHJpY3RlZCBwZXJtaXNzaW9uIG9mIHRoZQpjb3B5cmlnaHQgb3duZXIgdG8gZ3JhbnQgRFNVIHRoZSByaWdodHMgcmVxdWlyZWQgYnkgdGhpcyBsaWNlbnNlLCBhbmQgdGhhdApzdWNoIHRoaXJkLXBhcnR5IG93bmVkIG1hdGVyaWFsIGlzIGNsZWFybHkgaWRlbnRpZmllZCBhbmQgYWNrbm93bGVkZ2VkCndpdGhpbiB0aGUgdGV4dCBvciBjb250ZW50IG9mIHRoZSBzdWJtaXNzaW9uLgoKSUYgVEhFIFNVQk1JU1NJT04gSVMgQkFTRUQgVVBPTiBXT1JLIFRIQVQgSEFTIEJFRU4gU1BPTlNPUkVEIE9SIFNVUFBPUlRFRApCWSBBTiBBR0VOQ1kgT1IgT1JHQU5JWkFUSU9OIE9USEVSIFRIQU4gRFNVLCBZT1UgUkVQUkVTRU5UIFRIQVQgWU9VIEhBVkUKRlVMRklMTEVEIEFOWSBSSUdIVCBPRiBSRVZJRVcgT1IgT1RIRVIgT0JMSUdBVElPTlMgUkVRVUlSRUQgQlkgU1VDSApDT05UUkFDVCBPUiBBR1JFRU1FTlQuCgpEU1Ugd2lsbCBjbGVhcmx5IGlkZW50aWZ5IHlvdXIgbmFtZShzKSBhcyB0aGUgYXV0aG9yKHMpIG9yIG93bmVyKHMpIG9mIHRoZQpzdWJtaXNzaW9uLCBhbmQgd2lsbCBub3QgbWFrZSBhbnkgYWx0ZXJhdGlvbiwgb3RoZXIgdGhhbiBhcyBhbGxvd2VkIGJ5IHRoaXMKbGljZW5zZSwgdG8geW91ciBzdWJtaXNzaW9uLgo=Repositório InstitucionalPUBhttp://www.repositorio.ufc.br/ri-oai/requestbu@ufc.br || repositorio@ufc.bropendoar:2025-09-25T12:45:47Repositório Institucional da Universidade Federal do Ceará (UFC) - Universidade Federal do Ceará (UFC)false
dc.title.pt_BR.fl_str_mv A escola pelos olhos dos (as) estudantes: escuta, resistência e desejo de pertencimento.
dc.title.en.pt_BR.fl_str_mv School through the eyes of students: listening, resistance and desire to belong.
dc.title.es.pt_BR.fl_str_mv La escuela a través de la mirada de los estudiantes: escucha, resistencia y deseo de pertenencia
dc.title.fr.pt_BR.fl_str_mv L'école vue par les élèves : écoute, résistance et désir d'appartenance.
title A escola pelos olhos dos (as) estudantes: escuta, resistência e desejo de pertencimento.
spellingShingle A escola pelos olhos dos (as) estudantes: escuta, resistência e desejo de pertencimento.
Oliveira, Nayraline Barbosa de
Escola
Protagonismo
Estudante
Escuta
Participação
Professor (a)
Pertencimento
Juventude
School
Protagonism
Student
Listening
Participation
Teacher
Belonging
Youth
École
Protagonisme
Élève
Écoute
Participation
Enseignant
Appartenance
Jeunesse
title_short A escola pelos olhos dos (as) estudantes: escuta, resistência e desejo de pertencimento.
title_full A escola pelos olhos dos (as) estudantes: escuta, resistência e desejo de pertencimento.
title_fullStr A escola pelos olhos dos (as) estudantes: escuta, resistência e desejo de pertencimento.
title_full_unstemmed A escola pelos olhos dos (as) estudantes: escuta, resistência e desejo de pertencimento.
title_sort A escola pelos olhos dos (as) estudantes: escuta, resistência e desejo de pertencimento.
author Oliveira, Nayraline Barbosa de
author_facet Oliveira, Nayraline Barbosa de
author_role author
dc.contributor.author.fl_str_mv Oliveira, Nayraline Barbosa de
dc.contributor.advisor1.fl_str_mv Lima Filho, Irapuan Peixoto
contributor_str_mv Lima Filho, Irapuan Peixoto
dc.subject.ptbr.pt_BR.fl_str_mv Escola
Protagonismo
Estudante
Escuta
Participação
Professor (a)
Pertencimento
Juventude
topic Escola
Protagonismo
Estudante
Escuta
Participação
Professor (a)
Pertencimento
Juventude
School
Protagonism
Student
Listening
Participation
Teacher
Belonging
Youth
École
Protagonisme
Élève
Écoute
Participation
Enseignant
Appartenance
Jeunesse
dc.subject.en.pt_BR.fl_str_mv School
Protagonism
Student
Listening
Participation
Teacher
Belonging
Youth
dc.subject.fr.pt_BR.fl_str_mv École
Protagonisme
Élève
Écoute
Participation
Enseignant
Appartenance
Jeunesse
description This dissertation investigates adolescents' and young people's perceptions of their place in school, focusing on the promises and contradictions of institutional practices of listening, participation, and autonomy. The research combines theoretical foundations of Critical Theories of Education (Pierre Bourdieu, Jean-Claude Passeron, and Michel Foucault) with emancipatory and democratic approaches (Paulo Freire, Florestan Fernandes, Anísio Teixeira, and Darcy Ribeiro), seeking to understand how schoolchildren construct senses of belonging and agency in spaces marked by disciplinary norms, inequalities, and symbolic disputes. The methodology combines qualitative and quantitative analyses, based on questionnaires and focus groups administered in three schools in Fortaleza, Ceará (two public and one private), encompassing distinct sociocultural realities. The analysis of the empirical material allowed us to identify thematic axes on youth empowerment, mental health, relationships with teachers, and school structure, revealing tensions between the discourse of citizenship development and the reality marked by silencing and symbolic exclusion. The results indicate that, although student participation initiatives exist, they are often limited. Listening to students highlights demands for spaces for dialogue, recognition, and identity expression. By proposing a sociological reading of the school based on the voices of students, the work contributes to strengthening more inclusive, critical, and emancipatory educational practices.
publishDate 2025
dc.date.accessioned.fl_str_mv 2025-09-25T12:29:38Z
dc.date.available.fl_str_mv 2025-09-25T12:29:38Z
dc.date.issued.fl_str_mv 2025
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/masterThesis
format masterThesis
status_str publishedVersion
dc.identifier.citation.fl_str_mv OLIVEIRA, Nayraline Barbosa de. A escola pelos olhos dos (as) estudantes: escuta, resistência e desejo de pertencimento. 2025. 105 f. Dissertação (Mestrado em Sociologia) - Programa de Pós-Graduação em Sociologia, Centro de Humanidades, Universidade Federal do Ceará, Fortaleza, 2025.
dc.identifier.uri.fl_str_mv http://repositorio.ufc.br/handle/riufc/82703
identifier_str_mv OLIVEIRA, Nayraline Barbosa de. A escola pelos olhos dos (as) estudantes: escuta, resistência e desejo de pertencimento. 2025. 105 f. Dissertação (Mestrado em Sociologia) - Programa de Pós-Graduação em Sociologia, Centro de Humanidades, Universidade Federal do Ceará, Fortaleza, 2025.
url http://repositorio.ufc.br/handle/riufc/82703
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dc.source.none.fl_str_mv reponame:Repositório Institucional da Universidade Federal do Ceará (UFC)
instname:Universidade Federal do Ceará (UFC)
instacron:UFC
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reponame_str Repositório Institucional da Universidade Federal do Ceará (UFC)
collection Repositório Institucional da Universidade Federal do Ceará (UFC)
bitstream.url.fl_str_mv http://repositorio.ufc.br/bitstream/riufc/82703/2/license.txt
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repository.mail.fl_str_mv bu@ufc.br || repositorio@ufc.br
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