Educação, currículo escolar e violência simbólica : um estudo de caso sobre adolescentes atendidos pelo Centro de Referência Especializado de Assistência Social-CREAS/ES (2010-2014)

• Ano de defesa: 2015
• Autor(a) principal: Machado, Rosely Maria Aparecida
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Mestrado em História; UFES; Programa de Pós-Graduação em História
• Palavras-chave em Português: Curriculum; Social-educational measures; Symbolic Violence; Education; Policy; Violência simbólica; Política; Medidas socioeducativas; Currículo; Educação; Currículos; Adolescentes e violência; Ciência política; História; 93/99
• Link de acesso: http://repositorio.ufes.br/handle/10/1703

The present work is part of the debate on education and policy and is aimed at analyzing the relationship between education, school curriculum and the symbolic violence in the adolescent perspective of those who meet social-educational measures in the CREAS of Vitória (ES). It aims to analyze and reflect on the curriculum inadequacy in relation to the expectations of these adolescents. The supported hypothesis is that there is generally an inadequate school curriculum, mainly to meet the condition of those students who are under social-educational measures. The research shows that there is a large discrepancy between the regulation of measures and the practice in everyday school life of these adolescents. One of the major obstacles for this adjustment is the absence of leadership, that is, teachers who work with these young people, and the adolescents themselves have not been heard for the formulation of proposals. The result is a totally uninteresting school for them and also ineffective from a pedagogical point of view. In theory, the common theme in the analysis was based on the symbolic violence from Bourdieu and Passeron together with the discussions made by Apple and Candau.