Detalhes bibliográficos
| Ano de defesa: |
2014 |
| Autor(a) principal: |
Reis, Roseli Regis dos
 |
| Orientador(a): |
Bueno, José Geraldo Silveira |
| Banca de defesa: |
Não Informado pela instituição |
| 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: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://tede2.pucsp.br/handle/handle/10442
|
Resumo: |
The present study intends to comprehend the manifestation of uninterest of teenager students in school knowledge, at the heart of the school-society relationship. The matter of the uninterest demonstrated by private high school students is counterpoised with objective data that demonstrates a high level of satisfaction of such students with the school they attend and with the fact that many students remain interested. Under the sociology perspective, the research attempted to denaturalize the concept of interest, assuming it as a socio-historical construction, as something learned, and, thenceforth, to comprehend how the family environment, the social and schooling experiences constitute elements which configure the relation of the high school student and the school knowledge. The study supported the hypothesis that such uninterest is fundamentally forged in the net of interdependence composed by the family, the school and other educational experiences, in which are engendered and reinforced the provisions which, pursuant to the pressures exerted by the field itself, are triggered by the agent and define its relation with the knowledge. Aiming to test such hypothesis, eight students of the 2nd grade of high school were heard, through semi-structured interviews, conducted in the year of 2011: four of them appointed by professors as uninterested students and four appointed as interested students. The contributions of the French sociologist Pierre Bourdieu, especially the concepts of habitus, field, ethos and illusio, constituted the theoretical background that guided all the steps of the research, from the delimitation of the problem to the analyses of the empirical data. The study evidenced that the uninterest of the young in school knowledge is the expression of a cultural disinvestment (in the libidinal sense) which has its origins in the familiar ethos and is reinforced in the maladjustment between it and the school ethos and of a hyper investment in the consumer relations and hedonistic pleasure, governing the new order of values in the contemporary society (in which also structure such ethos) |
