Análise das relações e representações escola-sociedade civil na Região Serrana do estado do Rio de Janeiro

• Ano de defesa: 1992
• Autor(a) principal: Faria, Roberto
• Orientador(a): Calazans, Maria Julieta Costa
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Link de acesso: http://hdl.handle.net/10438/9300

This work evinces the existence of an important partion of popular sectors in 'Região Serrana' (Mountain Region) of Rio de Janeiro State, whose action has not been limited by the passive acceptance of State decisions and actions. But these sectors attempt to become active protagonists of the historical process has been hampered by several obstacles, the greatest of all probably being the gradual loss of organizational forms of their movements. On the other hand, we aimed at identifying in the whole Area, and above all, in its rural parts, the historical dimension of education to become a modifier itself, besides undergoing changes during the historical process. Furthermore, during its development, the study pointed out the necessity to analyse the power relationships on moments or in degrees which combine, alternate, intermingle in the dynamics of the social historical movement. Thus, we tried to unveil the inventory of this reqion from its beqinninqs on, going through the first European immiqrants and their absorption by class fragments in the historical dynamics developed, contextualizing national and international conditions. We also analysed the attempts to orqanize social Movements, taking as a reference Paris Commune and Marx’s ideas, as well as concepts of political quality and poverty. Throuqh the report of several case studies, we discussed the role of the State and its different ways of intervening where 'clientelismo' (exchanqe of political favors) and 'assistencialismo' (false assistance) emerge. During the analysis of school relationships and school-civil society representations, we have become acquainted with teachers claiming movements for better salaries and education, together with other proposals. Eager to get the minimal resources for functioning, school resorted on the community sorrowing it. Yet, school itself determined the patterns of communitarian participation, and this resulted in a rupture. So, in the 'Região Serrana' as well as in the rest of Brazil, school and institutions in general have been playing the role of reinforcing and reproducing the same class structure of society. Throughout the research and building of this Dissertation, we have been acquiring a conviction which does not only refer to the studied area: the building of citizenship iS related to education. Yet it is not built at school but emerges form the objective and stubborn everyday struqqle, according to actual possibilities. School is only a part of this universe. And the struggle for a better school is a part of the struggle for a better society.