Detalhes bibliográficos
| Ano de defesa: |
2019 |
| Autor(a) principal: |
Kulnig, Rita de Cássia Mitleg
 |
| Orientador(a): |
Bock, Ana Mercês Bahia |
| 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: Psicologia da Educação
|
| Departamento: |
Faculdade de Educação
|
| País: |
Brasil
|
| Palavras-chave em Português: |
|
| Palavras-chave em Inglês: |
|
| Área do conhecimento CNPq: |
|
| Link de acesso: |
https://tede2.pucsp.br/handle/handle/22189
|
Resumo: |
Social inequality, one of the major problems of Brazilian society, is a complex and multifaceted phenomenon involving several dimensions of our daily life, with diverse impacts on our social structure and on the constitution of our subjectivities. Although it is not taken as an object of study, but as a background, as one of the explanatory factors of the psychological phenomena in many of the perspectives in the field of Psychology, the reading that the Socio-Historical perspective makes of this phenomenon differs from the others. For PSH it is important to deepen the knowledge about the subjectivity that underpins social inequality, giving visibility to the elements that characterize its subjective dimension, aiming to deepen the knowledge about the subjectivity that sustains this social phenomenon. It is in this field that this study sought to insert itself by proposing to give visibility to the subjective dimension of social inequality in the schooling process of the elites through the study of school practices carried out in the segment of High School in a school located in the RM of Greater Vitória / ES and focusing on the following questions: how is the issue of social inequality presented and signified in the institutional documents that guide these practices? How is it presented and worked on in these practices? How do educators mean working on this theme from and in practice? How do students signify social inequality from and in practice? The analysis of the data produced through strategies such as conversation, participant observation and documentary analysis indicate, in the institution's Educational Project, the openness to address, in a critical way, the issue of social inequality. However, the observed practices that implied the social insertion of young people presented a more charitable and philanthropic character, with a greater focus on the inequalities of resources. It is concluded that the practices promoted can mean a perpetuation of the status quo if the young person does not allow the political perception of poverty and inequality as a result of a relationship of domination. In this sense, school practices can contribute to transmuting differences in inequalities. It is important to include, in the processes of initial and continuing teacher training, the development of critical competence on social issues |
