Cenários (im)possíveis no cotidiano escolar: cultura escolar e o estudo do meio nos anos iniciais no Colégio Pedro II

• Ano de defesa: 2024
• Autor(a) principal: Silva, Andreia Duarte Portolomeos da
• Orientador(a): Silva, Ana Paula Ferreira da
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação: História, Política, Sociedade
• Departamento: Faculdade de Educação
• País: Brasil
• Palavras-chave em Português: Colégio Pedro II; Desigualdades sociais; Cultura escolar; Espaços não escolares; Assistência estudantil
• Palavras-chave em Inglês: Colégio Pedro II; Social inequalities; School culture; Non-school Spaces; Student assistanc
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO
• Link de acesso: https://repositorio.pucsp.br/jspui/handle/handle/42736

The act of educating and actions that have the effect of teaching shape the relationship between members of any social group. However, museums and cultural institutions have a different nature than the function of school spaces. Nevertheless, the interaction between school and non-school spaces in fostering significant learning contributes to the learning processes. In both, culture is shaped by the social phenomenon expressed in a symbolic way and contingent on the asymmetries of the human condition. In the school routine, the coexistence of different social origins promotes a unique cultural sum. The object of study is the pedagogical visits or the study of the environment as an important element in guaranteeing the opportunity to expand the cultural repertoire. The central question that guides the study is: when students in the first year of Colégio Pedro II participate in cultural activities such as visits to museums, do they interact expressing only their incorporated cultural capital or does the objectified cultural capital of the non-familiar space prevent effective participation by students? The general objective of this research is to understand to what extent the pedagogical work carried out in partnership with museums and cultural institutions enables the expansion of the cultural repertoire of students, especially those whose social and economic origins seem to distance them from socially valued cultural assets. The specific objectives are to analyze the interaction of these students during environmental studies carried out in museums in the city of Rio de Janeiro and to identify elements of the organization of school work that expand learning opportunities for children from vulnerable socioeconomic backgrounds. The methodology was based on action research with the collection of quantitative data and an interview with the class teacher. The theoretical framework that guided the analyses is based on Nogueira, Lahire and Bourdieu, due to the contribution of studies on social inequality and cultural capital. The results provide a way of integrating into this new space, this new stage of schooling, with attention to inequalities, partly through material access, partly through the expansion of access to socially valued cultural assets, providing the opportunity for each student to develop their own identity with their origins. Thus, we can conclude that the articulation between school and non-school spaces goes beyond access to cultural assets, but is one of the ways to minimize the impact of social inequalities and offer learning situations in which cultural capital provides the possibility of expansion and broadening as a legitimate culture