Detalhes bibliográficos
| Ano de defesa: |
2018 |
| Autor(a) principal: |
Terencio, Janice Teresinha Wollmer
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| Orientador(a): |
Melo, Alessandro de
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| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
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| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Estadual do Centro-Oeste
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| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação (Mestrado - Irati)
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| Departamento: |
Unicentro::Departamento de Ciências Humanas, Letras e Artes
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| País: |
Brasil
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| 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: |
http://tede.unicentro.br:8080/jspui/handle/jspui/1225
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Resumo: |
This dissertation has as objective The objective of this thesis is to understand the process of social vulnerability and its influences in the relations established between the professionals that work in an determined school and the community on your surroundings, located in the city of Mangueirinha, Paraná. Based on this principle, first it was necessary raise some historical aspects that help to sight out the economic, social and politics of this scenario. Once this step was done, it was presented, indexes of production, income distribution, level of schooling and social vulnerability as complementary scientific elements to help establish a consistent theoretical foundation with the current framework of social vulnerability of these families. In a third moment, it was analyzed the field survey data, of qualitative character, carried out through the use of interviews semi-structured, of documentary research and the observation of social space itself. The main contribution on the methodology was based on the theory of Bourdieu that discuss the Cultural Capital and the Symbolic Violence. From these elements it was delimited the following categories of analysis: a) Social Vulnerability: the architecture as a distortion of reality; b) Cultural Capital and Symbolic Violence: the relations between community and school; c) Family and school: a portrait of a vulnerable relations; d) Educational Policies: the pedagogical proposal as a mechanism of symbolic violence; e) Integral Time: structure and content alienated from reality. In conclusion, it was noticed that formal education is a social reality that is still far from everyday life of students` families.; that the school represents a space of care, making no sense for mothers who do not work to keep the children there full time, and that many political and pedagogical actions represent an affront to the cultural capital of the community, reinforcing the theory Bourdiesiana of symbolic violence of capital against the vulnerability that is established as a rule by government actions. |
