Regras escolares: estudo de caso sobre as relações de poder no cotidiano escolar

• Ano de defesa: 2016
• Autor(a) principal: Gertrudes, Rejanira Alves
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Educação; Programa de Pós-Graduação em Educação; UFPB
• Palavras-chave em Português: Regras escolares; School rules; Cotidiano escolar; Jogos de poder; Discentes; School routine; Power games; Students; CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/tede/8532

The school rules are represented as a tool to "establish" the order in the school environment. In this perspective, the school rules define what behaviors and attitudes that should be, through a repetitive routine, inculcated in the students. The reflections developed in this paper are based on the Education Cultural Studies and they are referenced in sociologist Norbert Elias’ procedural theory , in order to notice how these nearby / connections can contribute to understand some specifics of the field of Education. We will cover throughout the text the concepts of interdependence, figuration and power games in the view of eliasiana theory. The general purpose of this study is to analyze the power relations established between and by the student body in the school routine, up against the school rules. Therefore, we have constituded the following specific objectives: to analyse the continuities and discontinuities in the history of the surveyed school; to investigate how the students establish the power games in the school life; to problematize, from the data gotten on, as the students deal with the rules in the researched school. It is a case study carried out at the Escola Estadual de Ensino Fundamental e Médio (Elementary and High State School) Francisca Martiniano da Rocha , placed in Lagoa Seca city, a provincial town in the Paraiba State. The methodology for this study was qualitative, in ethnographic modality (ANGROSINO, 2009), data collection was based on three skills: in the observation of the field of study; in the application of the questionnaire; and in research in the internal file of the school. The analysis of data obtained by these three skills was the triangulation (FLICK, 2009). It was identified from the data obtained that the students don’t agree with the school rules, however, this does not randomly happened and/or isolatedly. This disagreement is interwoved to the complex history of the school and also to the authoritaritative , desultory and vertical form that the rules were elaborated and applied in the researched school.