Ensino fundamental e as relações de sociabilidades: os adolescentes e a diversidade na escola
Carregando...
Tipo
Artigo
Classficação
Nível teórico
Data
2021
Título do Períodico
Educação (UFSM)
ISSN
1984-6444
Página(s)/e-location
1-25
Idioma(s)
pt
Fonte
Fonte
Santa Maria, RS
46
39
jan./dez.
46
39
jan./dez.
Coleções
Resumo
Este artigo advém de uma pesquisa realizada com o fomento do Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq), que contou com a participação de 175 (cento e setenta e cinco) adolescentes, de duas escolas públicas. Em relação aos objetivos deste texto, priorizamos analisar as relações de sociabilidades estabelecidas entre 111 (cento e onze) estudantes, do 6.º ao 9.º ano, em uma dessas escolas com vínculo ao Ensino Fundamental, em Belém, no Pará. Para a análise pretendida, utilizamos as noções conceituais de violência simbólica, hierarquia e habitus, de Pierre Bourdieu (1996; 2002; 2010), e representação, de Roger Chartier (1982; 1991). No que tange à literatura especializada sobre sociabilidades adolescentes, relações étnico-raciais e relações sociais, adotamos as formulações de Wilma Coelho e Mauro Coelho (2016), Wilma Coelho e Carlos Silva (2015; 2017; 2018; 2019) e Nicelma Soares (2010). As formulações conceituais de Laurence Bardin (2010), Marli André (2003) e Heraldo Vianna (2003) auxiliaram no trato e na sistematização dos dados, na etnografia escolar e nas observações. Os resultados apontam para: a) a centralidade das redes sociais para o estabelecimento, manutenção e rompimento das relações de sociabilidades; b) a necessidade de atenção sobre as redes sociais na experiência escolar – o conteúdo veiculado por meio da experiência online assume lugar secundário em relação às redes de sociabilidades, pois esses estudantes pensam no hoje; c) na percepção desses estudantes sobre o espaço escolar, o gosto pelo estudo e tudo que a ele se relaciona figuram como menos relevantes. Recomendamos uma ampliação dos investimentos pedagógicos da escola em relação aos interesses discentes na conformação de suas sociabilidades.
This article is the result of a research carried out with the financial support of the “Conselho Nacional de Desenvolvimento Científico e Tecnológico” (CNPq) (Brazilian National Council for Scientific and Technological Development), which involved 175 (one hundred and seventy-five) adolescents, from two public schools. In relation to the objectives of this text, we prioritize analyzing the sociability relationships established among 111 (one hundred and eleven) students, from the 6th to the 9th grade, in one of these schools linked to Elementary Education, in Belém, Pará, Brazil. In order to carry out the analysis, we used the conceptual notions of symbolic violence, hierarchy and habitus, by Pierre Bourdieu (1996; 2002; 2010), and representation, by Roger Chartier (1982; 1991). Regarding the specialized literature on adolescent sociability, ethnic-racial relations and social relations, we adopted the formulations by Wilma Coelho and Mauro Coelho (2016), Wilma Coelho and Carlos Silva (2015; 2017; 2018; 2019) and Nicelma Soares (2010). The conceptual formulations by Laurence Bardin (2010), Marli André (2003) and Heraldo Vianna (2003) helped in the treatment and systematization of data, school ethnography and observations. The results point out: a) the centrality of social networks for the establishment, development and ruptures of social relationships; b) the need for attention directed to social networks in the school experience – the content conveyed through the online experience plays a secondary role in relation to sociability relationships, because these students think about today; c) according students’ perceptions about the school environment, the enjoyment of studying and everything related to it are less relevant. We recommend an expansion of the school's pedagogical investments in relation to students’ interests in shaping their sociability.
This article is the result of a research carried out with the financial support of the “Conselho Nacional de Desenvolvimento Científico e Tecnológico” (CNPq) (Brazilian National Council for Scientific and Technological Development), which involved 175 (one hundred and seventy-five) adolescents, from two public schools. In relation to the objectives of this text, we prioritize analyzing the sociability relationships established among 111 (one hundred and eleven) students, from the 6th to the 9th grade, in one of these schools linked to Elementary Education, in Belém, Pará, Brazil. In order to carry out the analysis, we used the conceptual notions of symbolic violence, hierarchy and habitus, by Pierre Bourdieu (1996; 2002; 2010), and representation, by Roger Chartier (1982; 1991). Regarding the specialized literature on adolescent sociability, ethnic-racial relations and social relations, we adopted the formulations by Wilma Coelho and Mauro Coelho (2016), Wilma Coelho and Carlos Silva (2015; 2017; 2018; 2019) and Nicelma Soares (2010). The conceptual formulations by Laurence Bardin (2010), Marli André (2003) and Heraldo Vianna (2003) helped in the treatment and systematization of data, school ethnography and observations. The results point out: a) the centrality of social networks for the establishment, development and ruptures of social relationships; b) the need for attention directed to social networks in the school experience – the content conveyed through the online experience plays a secondary role in relation to sociability relationships, because these students think about today; c) according students’ perceptions about the school environment, the enjoyment of studying and everything related to it are less relevant. We recommend an expansion of the school's pedagogical investments in relation to students’ interests in shaping their sociability.
Descrição
Palavras-chave
Escola, Ensino fundamental, Sociabilidades adolescentes, Diversidade, School, Elementary education, Teenagers, Sociabilities, Diversity
Citação
COELHO, Wilma de Nazaré Baía; BRITO, Nicelma Josenila Costa de; SANTOS, Patrícia Simith dos. Ensino fundamental e as relações de sociabilidades: os adolescentes e a diversidade na escola. Educação (UFSM), Santa Maria, RS, v. 46, n. 39, p. 1-25, jan/dez. 2021. https://doi.org/10.5902/1984644440743. Disponível em: https://periodicos.ufsm.br/reveducacao/article/view/40743. Acesso em: 2022-07-20