Uma escola para o campo na cidade : a reconstrução das identidades dos alunos do campo no cotidiano do CEC Adélia Rossi Arnaldi

• Ano de defesa: 2016
• Autor(a) principal: Zioli, Eline Gomes de Oliveira
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual de Maringá; Brasil; Programa de Pós-Graduação em Administração; UEM; Maringá, PR; Centro de Ciências Sociais Aplicadas
• Palavras-chave em Português: Identidade; Meio rural; Cotidiano; Reconstrução; Educação rural; Aspectos sociais; Ideologia; Escola do Campo; Brasil.; Identities; Habitus; Daily; Ideology; Rural School; Brazil.; Ciências Sociais Aplicadas; Administração
• Link de acesso: http://repositorio.uem.br:8080/jspui/handle/1/3346

Starting from the understanding of a rural school situated in the city, I have attempted to develop this study from the purpose to interpret how the school and its daily practices contributed to the creation and recreation of the identities of the students from the rural areas of the Colégio Estadual do Campo (CEC) Adélia Rossi Arnaldi. I have developed the proposal for this research from the relation between the city and the countryside. In the approach to the state and federal laws which control the rural education, the country is showed as different from the city, with its own identity. By regulating the rural education, lawmakers focus on the need to enhance the identity of the country man. However, one of the questions that accompanied me at the beginning of this work was about the existence of this identity that the legislation seeks to value, the man from the country as different and distant from urban practices. Supporting me in the Theoretical Foundation of Bourdieu, I could develop in this research a structure view constantly shaped by the agent, that within the possibilities that their primary habitus allows them it will act and build their reality. To complement this approach, I have used the contributions of Althusser to ideology, in which I could understand it as a present practice in various fields and composing habitus agent. Finally I have used the theoretical contributions of Certeau, Lefebvre and Heller to interpret the school routine, in order to understand how the socialization practices of the agents entered in this space contributed to the construction and reconstruction of the identities of students of CEC Adélia Rossi Arnaldi. By conducting this research, I have used the bricolage technique to build the theoretical discussions that guided me and to trace the methodological procedures that allowed me to answer the question proposed at the beginning. Thus, at the same time I could analyze the structure in which the subject is inserted and its participation in the school organization everyday - observing the practices of the subjects and their reactions, collecting their statements through semi-structured interviews and narrative - and interpret my field notes and discursive fragments collected by analyzing the speech pechetiana. By analyzing the socialization practices and daily practices of individuals, I could understand the constant rebuilding their identities to consume school as a cultural product of a modified form, different from the initial purpose of their institution, which is the appreciation of the identity of the country man. The students, starting from their primary habitus built in family socialization practices, they seek in school a way of integration into the urban life, and by consuming school cultural products, they create a new product, and thus reconstruct their identities in everyday life school.